├── .github └── workflows │ ├── deploy_book.yml │ └── deploy_book_github.yml ├── .gitignore ├── LICENSE ├── README.md ├── _config.yml ├── _static ├── custom_layouts.css ├── extra.css ├── pdf_print.css ├── plausible_jupyterbookcoursetemplate.js └── save_state.js ├── _toc.yml ├── about ├── accommodations.md ├── citations.bib ├── course_schedule.md ├── doing_well.md ├── faq.md ├── feedback.md ├── syllabus.md ├── syllabus_bits │ ├── calendar_entry.md │ ├── course_LOs.md │ ├── course_teaser.md │ ├── grading_practices_simple.md │ ├── land_acknowledgement.md │ ├── learning_analytics.md │ ├── passing_requirement.md │ ├── policies.md │ ├── schedule.md │ └── teaching_team.md ├── unsyllabus.md └── unsyllabus_bits │ ├── academic_integrity.md │ ├── acknowledgements.md │ ├── changes.md │ ├── course_tools.md │ ├── doing_well_cpsc.md │ ├── doing_well_physics.md │ ├── getting_help.md │ ├── grading_practices_detailed.md │ ├── important_details.md │ ├── main_nav.md │ ├── missed_things.md │ ├── teaching_philosophy.md │ ├── tools │ ├── canvas.md │ ├── ed_discussion.md │ ├── github.md │ ├── gradescope.md │ ├── prairielearn.md │ └── slido.md │ ├── why_syllabus_unsyllabus.md │ └── withdrawing.md ├── files ├── README.md ├── data_301_excel_intro_lecture2.pdf └── sales.xlsx ├── getting-started ├── bits │ ├── 01_student_email.md │ ├── 02_print.md │ ├── 03_canvas_login.md │ ├── 04_github.md │ ├── 05_gradescope.md │ ├── 06_course_survey.md │ ├── 07_take_a_break.md │ ├── 08_join_ed_discussion.md │ ├── 09_read_unsyllabus.md │ ├── 0X.hypothesis.md │ ├── 10_lab_location.md │ ├── 11_setup_computer.md │ ├── 12_course_pattern.md │ ├── 13_first_learninglog.md │ └── pre_term_faq.md ├── pre_term.md ├── tasks1.md ├── tasks2.md └── tasks3.md ├── images ├── Canvas_login.gif ├── EdDiscussion.gif ├── GradescopeAccount.gif ├── UBC_CS.png ├── construction.jpeg ├── friendship.jpg ├── header.jpg ├── hypothesis_annotation.gif ├── jeremy-allouche-LLc-bFnJJ1o-unsplash.jpg ├── logo.jpg ├── masterymodel1.pdf ├── masterymodel1.png ├── masterymodel2.png ├── pl_sign_in.png ├── pledges.png ├── ubc_aerial.jpg └── work.png ├── notes ├── demo01 │ ├── demo01_summary.md │ ├── lecture1.ipynb │ ├── lecture2.ipynb │ ├── lecture3.md │ └── styler.css ├── demo02 │ ├── demo02_summary.md │ ├── homework.md │ ├── lab.md │ ├── learninglogs.md │ ├── readings.md │ ├── test.md │ └── videos.md ├── demo03 │ └── demo03_summary.md ├── demo04 │ └── demo04_summary.md ├── final.md ├── labs.md ├── setup │ ├── install_macOS.md │ ├── install_ubuntu.md │ ├── install_windows.md │ ├── setup_images │ │ ├── GitHubcreatePAT.gif │ │ ├── GitHubcreatePAT_red.gif │ │ ├── RStudio-ubuntu.png │ │ ├── RStudio.png │ │ ├── add-conda-env-to-ps1.png │ │ ├── env-vars-new-user-var.png │ │ ├── extract-make-path.png │ │ ├── extract-make.png │ │ ├── gitbash.png │ │ ├── github_account.png │ │ ├── jupyter_lab.png │ │ ├── jupyter_lab_r_kernel.png │ │ ├── jupyter_lab_r_kernel2.png │ │ ├── new-user-var-values.png │ │ ├── psql-windows.png │ │ ├── remove-newline-from-ps1.png │ │ ├── repo.png │ │ ├── sys-props-env-vars.png │ │ ├── updatemacOS.gif │ │ ├── vscode-as-git-editor.png │ │ ├── vscode.png │ │ ├── vscode_python.png │ │ └── zoom.png │ └── stack.md ├── week01 │ └── week01_summary.md ├── week02 │ ├── homework.md │ ├── lab.md │ ├── learninglogs.md │ ├── lecture.md │ ├── readings.md │ ├── test.md │ ├── videos.md │ └── week02_summary.md ├── week03 │ ├── homework.md │ ├── lab.md │ ├── learninglogs.md │ ├── lecture.md │ ├── readings.md │ ├── test.md │ ├── videos.md │ └── week03_summary.md ├── week04 │ ├── homework.md │ ├── lab.md │ ├── learninglogs.md │ ├── lecture.md │ ├── readings.md │ ├── test.md │ ├── videos.md │ └── week04_summary.md ├── week05 │ ├── homework.md │ ├── lab.md │ ├── learninglogs.md │ ├── lecture.md │ ├── readings.md │ ├── test.md │ ├── videos.md │ └── week05_summary.md ├── week06 │ └── week06_summary.md ├── week07 │ ├── homework.md │ ├── lab.md │ ├── learninglogs.md │ ├── lecture.md │ ├── readings.md │ ├── test.md │ ├── videos.md │ └── week07_summary.md ├── week08 │ ├── homework.md │ ├── lab.md │ ├── learninglogs.md │ ├── lecture.md │ ├── readings.md │ ├── test.md │ ├── videos.md │ └── week08_summary.md ├── week09 │ ├── homework.md │ ├── lab.md │ ├── learninglogs.md │ ├── lecture.md │ ├── readings.md │ ├── test.md │ ├── videos.md │ └── week09_summary.md ├── week10 │ ├── homework.md │ ├── lab.md │ ├── learninglogs.md │ ├── lecture.md │ ├── readings.md │ ├── test.md │ ├── videos.md │ └── week10_summary.md ├── week11 │ ├── homework.md │ ├── lab.md │ ├── learninglogs.md │ ├── lecture.md │ ├── readings.md │ ├── test.md │ ├── videos.md │ └── week11_summary.md ├── week12 │ ├── homework.md │ ├── lab.md │ ├── learninglogs.md │ ├── lecture.md │ ├── readings.md │ ├── test.md │ ├── videos.md │ └── week12_summary.md └── week13 │ ├── homework.md │ ├── lab.md │ ├── learninglogs.md │ ├── lecture.md │ ├── readings.md │ ├── test.md │ ├── videos.md │ └── week13_summary.md ├── references.bib ├── requirements.txt └── tools ├── ed_discussion ├── chat.png ├── chat2.png ├── ed_discussion.md ├── editor.png ├── notifications.png ├── private.png ├── question.png ├── tips.png └── welcome.png └── github ├── branch.png ├── github.md ├── setup.png └── stage.png /.github/workflows/deploy_book.yml: -------------------------------------------------------------------------------- 1 | name: deploy-book 2 | 3 | # Only run this when the master branch changes 4 | on: 5 | workflow_dispatch: 6 | # push: 7 | # branches: 8 | # - main 9 | 10 | # This job installs dependencies, build the book, and pushes it to `gh-pages` 11 | jobs: 12 | deploy-book: 13 | runs-on: ubuntu-latest 14 | steps: 15 | - uses: actions/checkout@v2 16 | 17 | # Install dependencies 18 | - name: Set up Python 3.10 19 | uses: actions/setup-python@v2 20 | with: 21 | python-version: "3.10" 22 | 23 | - name: Install dependencies 24 | run: | 25 | pip install -r requirements.txt 26 | # Build the book 27 | - name: Build the book 28 | run: | 29 | jupyter-book build . 30 | 31 | # Push to server 32 | - name: rsync and ssh 33 | env: 34 | REMOTE_HOST: ${{ secrets.REMOTE_HOST }} 35 | REMOTE_USER: ${{ secrets.REMOTE_USER }} 36 | REMOTE_KEY: ${{ secrets.SERVER_SSH_KEY }} 37 | REMOTE_DIR: ${{ secrets.REMOTE_TARGET }} 38 | LOCAL_DIR: "_build/html/" 39 | COURSE_NAME: "cosc123" 40 | TERM: "2022_WT2" 41 | run: | 42 | mkdir ~/.ssh 43 | echo "$REMOTE_KEY" > ~/.ssh/id_rsa 44 | ssh-keyscan -H $REMOTE_HOST >> ~/.ssh/known_hosts 45 | chmod 600 ~/.ssh/id_rsa 46 | pwd 47 | ls -la 48 | rsync -avzr --delete $LOCAL_DIR $REMOTE_USER@$REMOTE_HOST:$REMOTE_DIR/courses/$COURSE_NAME/$TERM 49 | -------------------------------------------------------------------------------- /.github/workflows/deploy_book_github.yml: -------------------------------------------------------------------------------- 1 | 2 | name: deploy-book-github 3 | 4 | # Only run this when the master branch changes 5 | on: 6 | push: 7 | branches: 8 | - main 9 | # If your git repository has the Jupyter Book within some-subfolder next to 10 | # unrelated files, you can make this run only if a file within that specific 11 | # folder has been modified. 12 | # 13 | # paths: 14 | # - some-subfolder/** 15 | 16 | # This job installs dependencies, build the book, and pushes it to `gh-pages` 17 | jobs: 18 | deploy-book: 19 | runs-on: ubuntu-latest 20 | steps: 21 | - uses: actions/checkout@v3 22 | 23 | # Install dependencies 24 | - name: Set up Python 3.12 25 | uses: actions/setup-python@v2 26 | with: 27 | python-version: "3.12" 28 | 29 | - name: cache installation 30 | uses: actions/cache@v3 31 | with: 32 | path: ${{ env.pythonLocation }} 33 | key: ${{ env.pythonLocation }}-${{ hashFiles('setup.py') }}-${{ hashFiles('requirements.txt') }} 34 | 35 | - name: Install dependencies 36 | run: | 37 | pip install -r requirements.txt 38 | 39 | # Build the book 40 | - name: Build the book 41 | run: | 42 | jupyter-book build . 43 | # Push the book's HTML to github-pages 44 | - name: GitHub Pages action 45 | uses: peaceiris/actions-gh-pages@v3 46 | if: ${{ github.ref == 'refs/heads/main' }} 47 | with: 48 | github_token: ${{ secrets.GITHUB_TOKEN }} 49 | publish_dir: ./_build/html 50 | -------------------------------------------------------------------------------- /.gitignore: -------------------------------------------------------------------------------- 1 | # Byte-compiled / optimized / DLL files 2 | __pycache__/ 3 | *.py[cod] 4 | *$py.class 5 | 6 | # C extensions 7 | *.so 8 | 9 | # Distribution / packaging 10 | .Python 11 | build/ 12 | develop-eggs/ 13 | dist/ 14 | downloads/ 15 | eggs/ 16 | .eggs/ 17 | lib/ 18 | lib64/ 19 | parts/ 20 | sdist/ 21 | var/ 22 | wheels/ 23 | pip-wheel-metadata/ 24 | share/python-wheels/ 25 | *.egg-info/ 26 | .installed.cfg 27 | *.egg 28 | MANIFEST 29 | 30 | # PyInstaller 31 | # Usually these files are written by a python script from a template 32 | # before PyInstaller builds the exe, so as to inject date/other infos into it. 33 | *.manifest 34 | *.spec 35 | 36 | # Installer logs 37 | pip-log.txt 38 | pip-delete-this-directory.txt 39 | 40 | # Unit test / coverage reports 41 | htmlcov/ 42 | .tox/ 43 | .nox/ 44 | .coverage 45 | .coverage.* 46 | .cache 47 | nosetests.xml 48 | coverage.xml 49 | *.cover 50 | *.py,cover 51 | .hypothesis/ 52 | .pytest_cache/ 53 | 54 | # Translations 55 | *.mo 56 | *.pot 57 | 58 | # Django stuff: 59 | *.log 60 | local_settings.py 61 | db.sqlite3 62 | db.sqlite3-journal 63 | 64 | # Flask stuff: 65 | instance/ 66 | .webassets-cache 67 | 68 | # Scrapy stuff: 69 | .scrapy 70 | 71 | # PyBuilder 72 | target/ 73 | 74 | # Jupyter Notebook 75 | .ipynb_checkpoints 76 | 77 | # IPython 78 | profile_default/ 79 | ipython_config.py 80 | 81 | # pyenv 82 | .python-version 83 | 84 | # pipenv 85 | # According to pypa/pipenv#598, it is recommended to include Pipfile.lock in version control. 86 | # However, in case of collaboration, if having platform-specific dependencies or dependencies 87 | # having no cross-platform support, pipenv may install dependencies that don't work, or not 88 | # install all needed dependencies. 89 | #Pipfile.lock 90 | 91 | # PEP 582; used by e.g. github.com/David-OConnor/pyflow 92 | __pypackages__/ 93 | 94 | # Celery stuff 95 | celerybeat-schedule 96 | celerybeat.pid 97 | 98 | # SageMath parsed files 99 | *.sage.py 100 | 101 | # Environments 102 | .env 103 | .venv 104 | env/ 105 | venv/ 106 | ENV/ 107 | env.bak/ 108 | venv.bak/ 109 | 110 | # Spyder project settings 111 | .spyderproject 112 | .spyproject 113 | 114 | # Rope project settings 115 | .ropeproject 116 | 117 | # mkdocs documentation 118 | /site 119 | 120 | # mypy 121 | .mypy_cache/ 122 | .dmypy.json 123 | dmypy.json 124 | 125 | # Pyre type checker 126 | .pyre/ 127 | -------------------------------------------------------------------------------- /LICENSE: -------------------------------------------------------------------------------- 1 | MIT License 2 | 3 | Copyright (c) 2020 Firas Moosvi 4 | 5 | Permission is hereby granted, free of charge, to any person obtaining a copy 6 | of this software and associated documentation files (the "Software"), to deal 7 | in the Software without restriction, including without limitation the rights 8 | to use, copy, modify, merge, publish, distribute, sublicense, and/or sell 9 | copies of the Software, and to permit persons to whom the Software is 10 | furnished to do so, subject to the following conditions: 11 | 12 | The above copyright notice and this permission notice shall be included in all 13 | copies or substantial portions of the Software. 14 | 15 | THE SOFTWARE IS PROVIDED "AS IS", WITHOUT WARRANTY OF ANY KIND, EXPRESS OR 16 | IMPLIED, INCLUDING BUT NOT LIMITED TO THE WARRANTIES OF MERCHANTABILITY, 17 | FITNESS FOR A PARTICULAR PURPOSE AND NONINFRINGEMENT. IN NO EVENT SHALL THE 18 | AUTHORS OR COPYRIGHT HOLDERS BE LIABLE FOR ANY CLAIM, DAMAGES OR OTHER 19 | LIABILITY, WHETHER IN AN ACTION OF CONTRACT, TORT OR OTHERWISE, ARISING FROM, 20 | OUT OF OR IN CONNECTION WITH THE SOFTWARE OR THE USE OR OTHER DEALINGS IN THE 21 | SOFTWARE. 22 | -------------------------------------------------------------------------------- /README.md: -------------------------------------------------------------------------------- 1 | # JupyterBook Course Template 2 | 3 | This is a template repository that makes it drop-dead simple for anyone to create a JupyterBook course website and deploy it using GH Pages. 4 | No configuration is necessary, there are just three steps. 5 | 6 | ## Course Website 7 | 8 | To access the rendered version of this JupyterBook, visit https://firasm.github.io/jupyterbook_course_template. 9 | 10 | Each time there is a commit to `main`, the website will re-deploy. 11 | Currently it takes about 70s for the website to update. 12 | 13 | 14 | ## Usage 15 | 16 | ### 1. Visit this [template repository](https://github.com/firasm/jupyterbook_course_template) with the GH account you want to use and click "Use this template". 17 | 18 | ![](https://github.com/firasm/bits/blob/master/jb-step1.png) 19 | 20 | ### 2. Fill in the info for the new repository, make sure it's a public repository and you include all branches (this will make sure the `gh-pages` branch is deployed). 21 | 22 | ![](https://github.com/firasm/bits/blob/master/jb-step2.png) 23 | 24 | ### 3. Give the GitHub Action permission to your repository 25 | 26 | - In your own repository, Click Settings 27 | - On the left sidebar, click "Actions" 28 | - Click on "General" 29 | - Allow the "Read-Write Permission" 30 | - If you were able to do this before the GitHub action finished, it should have worked. If you didn't, the job will fail, and you'll need to click on the Run and then click the checkmark to "re-run failed jobs" 31 | 32 | Here's an image of the image: 33 | 34 | ![](https://github.com/firasm/bits/blob/master/jb-step3a.jpg) 35 | 36 | ### 4. Wait for the GH Action to complete, and then visit your deployed website here: https://.github.io/ . That's it! 37 | 38 | ![](https://github.com/firasm/bits/blob/master/jb-step3.png) 39 | 40 | ## Features 41 | 42 | 1. Support for executing code in a browser using [thebe](https://thebe.readthedocs.io/en/latest/) and [mybinderorg](https://mybinder.org)! 43 | 44 | 1. Structured book with markdown file stubs aligning with a course structure for a 13 week course. Fully versioned using GitHub, automatically deployed using GH Actions to either GH or your own server. Can also be extended with a testing framework for extra peace of mind. 45 | 46 | 1. [Examples of how to use IFrames](https://firasm.github.io/jupyterbook_course_template/notes/topic1.html#) to embed web content, @phet_sims, @sli.do polls, videos, and other content. 47 | 48 | 1. Powerful built-in annotation and commenting features with [hypothes.is](http://hypothes.is) and [utteranc.es](http://utteranc.es). Annotate your syllabus, course readings, and any other content. 49 | 50 | 1. Add persistent checkboxes so students can track their progress through notebooks, exercises and readings. 51 | 52 | 1. Allow students to download pages of the site in PDF, link to the source code on your repo, or open in a mybinder notebook. 53 | 54 | 1. The JupyterBook can be embedded into Canvas using the Redirect tool so students never have to leave their LMS. 55 | 56 | 1. (NEW!) Use of the new `substitution` feature of [myst-parser](https://myst-parser.readthedocs.io/en/latest/develop/_changelog.html#id1) to configure the course algorithmically from the `_config.yml` file! 57 | 58 | ## Edit the template for your course 59 | 60 | There are a few things you need to do to adapt this template for your course. 61 | I might miss a few things, so this list is a work in progress: 62 | 63 | 1. In the `_config.yml` file: 64 | 65 | - [ ] Set title of the book (Physics 111) 66 | - [ ] Update author (Firas Moosvi) 67 | - [ ] Update logo image (images/logo.png) 68 | - [ ] Add Google Analytics ID (Optional) 69 | - [ ] Enable/Disable Hypothes.is (remove the line to remove the hypothes.is integration) 70 | - [ ] Configure Utteranc.es repository (Choose one of Hypothesis or Utteranc.es) 71 | - [ ] Adjust `extra_footer` to control License of course materials 72 | - [ ] Set the substitution parameters under the `myst_substitutions` 73 | 74 | 1. In the `_toc.yml` file: 75 | - [ ] Arrange the table of contents to add/remove files 76 | 77 | 1. In the `about` and `class` folders: 78 | - [ ] Edit the .md and .ipynb files with your course content 79 | 80 | ## Attribution 81 | 82 | - Thanks to [Tomas Beuzen](https://github.com/TomasBeuzen) for his GH Actions workflow that deploys JupyterBooks using GH pages. 83 | - Thanks the entire [Jupyter Project](https://jupyter.org/about) 84 | - Finally, a big thanks to the [JupyterBook community](https://github.com/executablebooks/jupyter-book/graphs/contributors) for my incessant issues, questions, and PR requests on documentation changes. 85 | -------------------------------------------------------------------------------- /_config.yml: -------------------------------------------------------------------------------- 1 | # Book settings 2 | title: Physics 111 3 | author: Firas Moosvi 4 | logo: images/logo.jpg 5 | copyright: "" 6 | exclude_patterns: ["LICENSE.md", "README.md"] 7 | only_build_toc_files: true 8 | 9 | bibtex_bibfiles: 10 | - about/citations.bib 11 | 12 | latex: 13 | latex_documents: 14 | targetname: book.tex 15 | html: 16 | home_page_in_navbar : true 17 | use_repository_button: true 18 | use_issues_button: true 19 | use_edit_page_button: true 20 | navbar_number_sections : false 21 | announcement: "Use this JupyterBook as a template by clicking here!" # The base URL where your book will be hosted. Used for creating image previews and social links. e.g.: https://mypage.com/mybook/ 22 | # google_analytics_id: UA-11111111 # add your Google Analytics Tracking Code 23 | comments: 24 | hypothesis: false 25 | utterances: 26 | repo: "firasm/jupyterbook_course_template" 27 | dokieli: false 28 | extra_footer : | 29 |
30 | 31 | All content on this site (unless otherwise specified) is licensed under the CC BY-NC-SA 4.0 license 32 |
33 | 34 | launch_buttons: 35 | notebook_interface : "jupyterlab" 36 | binderhub_url : "https://mybinder.org" 37 | thebe : true 38 | 39 | repository: 40 | url : https://github.com/firasm/jupyterbook_course_template 41 | path_to_book : "" 42 | branch : main 43 | 44 | sphinx: 45 | config: 46 | html_show_copyright: false 47 | html_extra_path: ['files'] 48 | bibtex_reference_style: author_year 49 | myst_heading_anchors: true 50 | myst_heading_anchors: 3 51 | myst_enable_extensions: 52 | - amsmath 53 | - colon_fence 54 | - deflist 55 | - dollarmath 56 | - html_image 57 | - linkify 58 | - replacements 59 | - substitution 60 | 61 | myst_substitutions: 62 | # Instructor information 63 | INSTRUCTOR: "Dr. Firas Moosvi (he/his/him)" 64 | PRONOUNCE: "Fur-az Moose-vee" 65 | OFFICE: "ROOM 111" 66 | PHONE: "N/A" 67 | 68 | # Course Information 69 | COURSE_CODE: "PHYS 111" 70 | SECTION: "001" 71 | CREDITS: "3" 72 | TITLE: "Introductory Physics for the Physical Sciences I" 73 | PREREQS: "One of MATH 12, PREC 12, MATH 125, MATH 126 and PHYS 11 (Physics 12 is strongly recommended)." 74 | COREQS: "Math 100" 75 | TERM: "2023 Winter Term 2" 76 | ROOM: "ROOM 100" 77 | MEETING_TIMES: "Monday, Wednesday, Friday from 1-2 PM" 78 | # FORMAT: "Lectures, Labs, Tutorials will all be running in-person." 79 | 80 | # Important Links 81 | CANVAS_ID: "63995" 82 | CANVAS_LINK: "https://canvas.ubc.ca/courses/CANVAS_ID" 83 | ZOOM_LINK: "[Zoom](https://canvas.ubc.ca/courses/CANVAS_ID/external_tools/15408)" 84 | ANNOUNCEMENTS_LINK: "[Canvas Announcements](https://canvas.ubc.ca/courses/CANVAS_ID/announcements)" 85 | COURSE_LINK: "https://firas.moosvi.com/courses/cosc123" 86 | FORUM_LINK: "[Ed Discussion](https://edstem.org/us/join/fgh45hfgh)" 87 | TEXTBOOK: "We will not be needing a textbook for this course as you will be provided all the notes you need via the course website and linked materials." 88 | ANON_FEEDBACK: "[feedback form](https://ubc.ca1.qualtrics.com/?course=cosc123&term=2022_WT1)" 89 | ASSOCIATE_HEAD: "Associate Head [associate.head@fakeemail.ca](mailto:associate.head@fakeemail.ca)" 90 | ANALYTICS_OPTOUT: "[complete this form](https://ubc.ca1.qualtrics.com/jfe/form/xxxxxxxxxx)" 91 | 92 | # Withdrawal Dates and Exam Period 93 | W_DATE_1: "11:59 PDT on January 22, 2024" 94 | W_DATE_2: "11:59 PDT on March 26, 2024" 95 | W_DATE_3: "11:59 PDT on March 26, 2024" 96 | EXAM_PERIOD: "Friday December 10th - Wednesday, December 22" 97 | 98 | # Course Policies 99 | GRACE_PERIOD: "48 hour" 100 | -------------------------------------------------------------------------------- /_static/custom_layouts.css: -------------------------------------------------------------------------------- 1 | /********************************************* 2 | * Print-specific CSS * 3 | *********************************************/ 4 | 5 | .table td, .table th{ 6 | padding: 0.2rem 7 | } 8 | 9 | .row-odd p, .row-even p{ 10 | margin-bottom: 0 11 | } -------------------------------------------------------------------------------- /_static/extra.css: -------------------------------------------------------------------------------- 1 | /* Responsive IFrames 2 | Source: https: //www.w3schools.com/howto/howto_css_responsive_iframes.asp 3 | */ 4 | 5 | .youtube { 6 | position: relative; 7 | overflow: hidden; 8 | width: 100%; 9 | padding-top: 56.25%; 10 | /* 16:9 Aspect Ratio (divide 9 by 16 = 0.5625) */ 11 | } 12 | 13 | /* Then style the iframe to fit in the container div with full height and width */ 14 | .responsive-iframe { 15 | position: absolute; 16 | top: 0; 17 | left: 0; 18 | bottom: 0; 19 | right: 0; 20 | width: 100%; 21 | height: 100%; 22 | } 23 | 24 | /* remove space above dropdowns */ 25 | 26 | .dropdown-margin{ 27 | margin: 0; 28 | position: relative; 29 | } 30 | 31 | .sticky { 32 | position: -webkit-sticky; 33 | /* Safari */ 34 | position: sticky; 35 | top: 0; 36 | } -------------------------------------------------------------------------------- /_static/pdf_print.css: -------------------------------------------------------------------------------- 1 | /********************************************* 2 | * Print-specific CSS * 3 | *********************************************/ 4 | 5 | @media print { 6 | 7 | div.topbar { 8 | display: none; 9 | } 10 | 11 | .pr-md-0 { 12 | flex: 0 0 100% !important; 13 | max-width: 100% !important; 14 | } 15 | 16 | .page_break { 17 | /* 18 | Control where and how page-breaks happen in pdf prints 19 | This page has a nice guide: https://tympanus.net/codrops/css_reference/break-before/ 20 | This SO link describes how to use it: https://stackoverflow.com/a/1664058 21 | 22 | Simply add an empty div with this class where you want a page break 23 | like so:
; 24 | */ 25 | clear: both; 26 | page-break-after: always !important; 27 | break-after: always !important; 28 | } 29 | 30 | } -------------------------------------------------------------------------------- /_static/plausible_jupyterbookcoursetemplate.js: -------------------------------------------------------------------------------- 1 | // NOTE: This file allows my privacy-focused analytics provider (Plausible) to 2 | // collect data on various aspects of usage. 3 | // Those that are using this repo as a template should REMOVE this file from their repo 4 | 5 | var script = document.createElement("script"); 6 | script.defer = true; 7 | script.src = "https://plausible.io/js/script.js"; 8 | script.dataset.domain = "jupyterbookcoursetemplate"; 9 | 10 | // optional if using proxy 11 | // script.dataset.api = 'https://yourproxy.com/api/event'; 12 | 13 | document.getElementsByTagName("head")[0].appendChild(script); 14 | -------------------------------------------------------------------------------- /_static/save_state.js: -------------------------------------------------------------------------------- 1 | 2 | /* This code is copied verbatim from this SO post by Rory McCrossan: https://stackoverflow.com/a/51543474/2217577. 3 | 4 | The code was shared under the CC BY-SA 4.0 license: https://creativecommons.org/licenses/by-sa/4.0/ 5 | 6 | It's purpose is to simply store the state of checked boxes locally as a localStorage object. 7 | 8 | To use it, simply add checkboxes as normal within your md files: 9 | 10 | Item 1 11 | Item 2 12 | Item 3 13 | 14 | */ 15 | 16 | function onClickBox() { 17 | var arr = $('.box').map(function() { 18 | return this.checked; 19 | }).get(); 20 | localStorage.setItem("checked", JSON.stringify(arr)); 21 | } 22 | 23 | $(document).ready(function() { 24 | var arr = JSON.parse(localStorage.getItem('checked')) || []; 25 | arr.forEach(function(checked, i) { 26 | $('.box').eq(i).prop('checked', checked); 27 | }); 28 | 29 | $(".box").click(onClickBox); 30 | }); 31 | 32 | 33 | -------------------------------------------------------------------------------- /about/accommodations.md: -------------------------------------------------------------------------------- 1 | (page_Accommodations)= 2 | Accommodations 3 | ======================= 4 | 5 | The Centre for Accessibility ensures educational equity for students with disabilities, injuries or illness. 6 | If you are disabled, have an injury or illness and require academic accommodations to meet the course objectives, [visit the CFA website](https://students.ubc.ca/about-student-services/centre-for-accessibility) for more information or contact the CFA at: [info.accessibility@ubc.ca](mailto:info.accessibility@ubc.ca). -------------------------------------------------------------------------------- /about/citations.bib: -------------------------------------------------------------------------------- 1 | @article{Rumore2016, 2 | author = {Rumore, Martha M}, 3 | title = {{The Course Syllabus: Legal Contract or Operator’s Manual?}}, 4 | issn = {0002-9459}, 5 | doi = {10.5688/ajpe8010177}, 6 | pmid = {28179726}, 7 | abstract = {{A course syllabus provides a roadmap for pharmacy students to achieve course learning objectives and develop lifelong learning skills. For several decades the literature has referred to syllabi as legal documents and/or contracts between students and professors. A review of the legal precedents reveals that syllabi are not considered contracts because the courts refuse thus far to recognize educational malpractice or breach of contract as a cause of action. Syllabi do, however, represent a triggering agent for instructional dissent and grade appeals, may be binding in student appeal proceedings, and are used in judicial hearings. Pharmacy faculty members should review their syllabi and follow process improvement strategies to construct legally sound syllabi that can both enhance learning and minimize risks of student grievances and appeals.}}, 8 | pages = {177}, 9 | number = {10}, 10 | volume = {80}, 11 | journal = {American Journal of Pharmaceutical Education}, 12 | local-url = {file://localhost/Users/firasm/Documents/Papers%20Library/Rumore-The%20Course%20Syllabus-%20Legal%20Contract%20or%20Operator’s%20Manual--2016-American%20Journal%20of%20Pharmaceutical%20Education.pdf}, 13 | year = {2016} 14 | } 15 | @book{Ambrose2010, 16 | author = {Ambrose, Susan A. and Bridges, Michael W. and DiPietro, Michele and Lovett, Marsha C. and Norman, Marie K.}, 17 | title = {{How Learning Works: 7 Research-Based Principles for Smart Teaching}}, 18 | isbn = {978-0-470-48410-4}, 19 | year = {2010}, 20 | shorttitle = {How Learning Works}, 21 | publisher = {Jossey-Bass}, 22 | address = {San Francisco, CA}, 23 | language = {English}, 24 | local-url = {file://localhost/Users/firasm/Documents/Papers%20Library/How-Learning-Works.pdf} 25 | } -------------------------------------------------------------------------------- /about/course_schedule.md: -------------------------------------------------------------------------------- 1 | (page_Course_Schedule)= 2 | Course Schedule 3 | ======================= 4 | 5 | ```{include} syllabus_bits/schedule.md 6 | ``` -------------------------------------------------------------------------------- /about/faq.md: -------------------------------------------------------------------------------- 1 | Frequently Asked Questions 2 | ======================= 3 | 4 | ```{dropdown} What should I do if I'm joining the course late? 5 | :class-container: sd-shadow-lg 6 | :color: primary 7 | :name: joining-late 8 | :open: 9 | 10 | Since I generally teach large classes, this happens quite often! No worries, we'll get you all caught up. I've recorded a quick video showing you how to get oriented with one of my courses. You can [watch the video here](https://vimeo.com/firasmoosvi/joining-late) or watch the embedded version below: 11 | 12 |
13 | ``` -------------------------------------------------------------------------------- /about/feedback.md: -------------------------------------------------------------------------------- 1 | (page_feedback)= 2 | # {{ COURSE_CODE }} Anonymous Feedback Form 3 | 4 | Please let me know if you have any comments, thoughts, questions, and feedback about the course or me as an instructor. This form is completely anonymous and no identifiable information will be collected or stored. I hope you will consider this a safe space to provide genuine feedback to your instructor (Firas Moosvi). 5 | 6 | Note that despite the fact that this form is anonymous and I will never find out who you are, I urge you to still be respectful, courteous, and professional. Don't forget, I am human too! 7 | 8 | -------------------------------------------------------------------------------- /about/syllabus.md: -------------------------------------------------------------------------------- 1 | ![](../images/header.jpg) 2 | 3 | ![](../images/UBC_CS.png) 4 | 5 | # Course Syllabus (Official) 6 | 7 | Below is the official UBC-mandated Course Syllabus for {{ COURSE_CODE }}. 8 | Elements of this document are **fixed** and unchanging. 9 | Additional details about the course are available on the {{ '[course website]({link})'.format(link=CANVAS_LINK.replace('CANVAS_ID',CANVAS_ID))}}. 10 | 11 | ## Land Acknowledgement 12 | 13 | ```{include} syllabus_bits/land_acknowledgement.md 14 | ``` 15 | 16 | ## Course Information 17 | 18 | ```{include} unsyllabus_bits/important_details.md 19 | ``` 20 | 21 | For information on how to contact your course instructor, including office hours, see the {{ '[course website]({link})'.format(link=COURSE_LINK)}}. 22 | 23 | ## Calendar Description 24 | 25 | ```{include} syllabus_bits/calendar_entry.md 26 | ``` 27 | 28 | ## Other Instructional Staff 29 | 30 | For information on this, see the {{ '[course website]({link})'.format(link=COURSE_LINK)}}. 31 | 32 | ## Learning Outcomes 33 | 34 | The Learning Outcomes for this course are: 35 | 36 | ```{include} syllabus_bits/course_LOs.md 37 | ``` 38 | 39 | More details about the course can be found on the {{ '[course website]({link})'.format(link=CANVAS_LINK.replace('CANVAS_ID',CANVAS_ID))}}. 40 | 41 | ## Schedule of Topics 42 | 43 | The tentative course schedule, subject to change, can be found on the {{ '[course website]({link})'.format(link=CANVAS_LINK.replace('CANVAS_ID',CANVAS_ID))}}. 44 | 45 | ```{include} syllabus_bits/schedule.md 46 | ``` 47 | 48 | ## Course Structure 49 | 50 | For information on this, see the {{ '[course website]({link})'.format(link=COURSE_LINK)}}. 51 | 52 | ## Learning Activities 53 | 54 | For information on this, see the {{ '[course website]({link})'.format(link=COURSE_LINK)}}. 55 | 56 | ## Learning Materials 57 | 58 | There is no requirement to purchase textbooks or any other materials for this course. 59 | Resources and materials for this course can be found on the {{ '[course website]({link})'.format(link=CANVAS_LINK.replace('CANVAS_ID',CANVAS_ID))}}. 60 | 61 | ## Assessments of Learning 62 | 63 | ```{include} syllabus_bits/grading_practices_simple.md 64 | ``` 65 | 66 | ## Passing Criteria 67 | 68 | ```{include} syllabus_bits/passing_requirement.md 69 | ``` 70 | 71 | ## Late Policy and Missed Assignments and Exams 72 | 73 | Due dates in this course have a generous no-penalty {{ GRACE_PERIOD }} grace period so late submissions are not generally accepted. 74 | Missed Tests and Exams will be given a score of 0 unless prior arrangements are made with the course instructor. 75 | To contact the instructor for this course, use {{ FORUM_LINK }}. 76 | Details on due dates and other course policies can be found on the {{ '[course website]({link})'.format(link=CANVAS_LINK.replace('CANVAS_ID',CANVAS_ID))}}. 77 | 78 | ## Learning Analytics 79 | 80 | ```{include} syllabus_bits/learning_analytics.md 81 | ``` 82 | 83 | ## Learning Resources 84 | 85 | For information on this, see the {{ '[course website]({link})'.format(link=COURSE_LINK)}}. 86 | 87 | ```{include} syllabus_bits/policies.md 88 | ``` -------------------------------------------------------------------------------- /about/syllabus_bits/calendar_entry.md: -------------------------------------------------------------------------------- 1 | **{{ COURSE_CODE }} ({{ CREDITS }}) {{ TITLE }}** 2 | 3 | The [UBC calendar description](https://vancouver.calendar.ubc.ca/course-descriptions/subject/phys) of this course is: 4 | 5 | > Introduction to mechanics primarily for students majoring in the physical sciences (e.g. physics, chemistry, mathematics, computer science, geology, physical geography) or engineering. 6 | > Particle kinematics and dynamics, work and energy, momentum, gravitation, rigid body motion, fluid statics and dynamics with applications to the physical sciences. 7 | > Credit will be granted for only one of PHYS 111 and PHYS 112. Students with Physics 12 may apply for a tutorial exemption. [3-3-1] 8 | > 9 | > *Prerequisite*: One of MATH 12, PREC 12, MATH 125, MATH 126 and PHYS 11. Physics 12 is strongly recommended. 10 | > 11 | > *Corequisite*: MATH 100. 12 | 13 | ```{warning} 14 | If there is a lab and/or tutorial listed on the SSC for this course, You **must** register for all course elements without conflicts, otherwise the department will remove you from the course! There are usually lab or tutorial exemptions for some students (i.e. those repeating the course) and instructions for that will be in this syllabus. 15 | ``` -------------------------------------------------------------------------------- /about/syllabus_bits/course_LOs.md: -------------------------------------------------------------------------------- 1 | 1. Pellentesque pellentesque ut arcu vel sagittis. 2 | 1. Sed faucibus at ipsum pharetra euismod. 3 | 1. Interdum et malesuada fames ac ante ipsum primis in faucibus. 4 | 1. Vivamus pharetra pretium dui, nec semper enim vehicula nec. 5 | 1. Quisque vel odio dui. Aenean ullamcorper arcu sit amet gravida dapibus. -------------------------------------------------------------------------------- /about/syllabus_bits/course_teaser.md: -------------------------------------------------------------------------------- 1 | Lorem ipsum dolor sit amet, consectetur adipiscing elit. 2 | Ut blandit faucibus fermentum. 3 | Fusce porttitor congue dolor, eget efficitur neque ultricies at. 4 | Nulla suscipit convallis elit, eu consequat felis. 5 | Quisque et malesuada justo, dapibus commodo enim. 6 | Sed malesuada turpis sed nibh dictum, a interdum dui tincidunt. 7 | Duis consequat magna non tortor dictum facilisis. 8 | In hac habitasse platea dictumst. 9 | Phasellus eu eros libero. 10 | Phasellus rhoncus eros vel metus porttitor porta. 11 | In et tellus finibus, mollis nisi sed, auctor est. 12 | Sed placerat ex at ligula eleifend, ac dapibus neque euismod. 13 | Suspendisse malesuada pretium dui, ac lacinia mi pellentesque eu. Sed volutpat enim sed feugiat malesuada. 14 | 15 | ```{tip} 16 | Number one reason thing to take away from this is... 17 | ``` -------------------------------------------------------------------------------- /about/syllabus_bits/grading_practices_simple.md: -------------------------------------------------------------------------------- 1 | | Item | Weight | Frequency | 2 | |---------------|--------|-------------| 3 | | Learning Logs | 5% | Weekly | 4 | | Homework | 20% | Weekly | 5 | | Labs | 25% | Weekly | 6 | | Tests | 30% | Bi-weekly | 7 | | Final Exam | 20% | Exam Period | 8 | 9 | Final grades will be based on the evaluations listed above and the final grade will be assigned according to the standardized grading system outlined in the [UBC Calendar](https://vancouver.calendar.ubc.ca/campus-wide-policies-and-regulations/grading-practices/introduction). 10 | 11 | ```{note} 12 | Please refer to [this page](https://students.ubc.ca/enrolment/exams/exam-clashes-hardships-cancellations) for details on exam clashes, hardships, and cancellations. 13 | ``` -------------------------------------------------------------------------------- /about/syllabus_bits/land_acknowledgement.md: -------------------------------------------------------------------------------- 1 | UBC’s Point Grey Campus is located on the traditional, ancestral, and unceded territory of the xwməθkwəy̓əm (Musqueam) people. 2 | The land it is situated on has always been a place of learning for the Musqueam people, who for millennia have passed on their culture, history, and traditions from one generation to the next on this site. 3 | 4 | Aerial photo of the UBC campus showing the Martha Piper fountain, and mountains in the skyline. -------------------------------------------------------------------------------- /about/syllabus_bits/learning_analytics.md: -------------------------------------------------------------------------------- 1 | I am very aware of the surveillance culture that has permeated our society and heralded the [End of Privacy](https://www.youtube.com/watch?v=NesTWiKfpD0) as we know it. 2 | That being said, as an instructor, I care tremendously about your learning and the course-related data that is collected about you is extremely valuable. 3 | Broadly speaking, this relatively new field is called **Learning Analytics**. 4 | [Learning Analytics](https://www.solaresearch.org/about/what-is-learning-analytics/) involves the collection and analysis of data about learners for the [express purpose](https://www.collinsdictionary.com/dictionary/english/the-express-purpose-of) of improving their learning by optimizing teaching and learning practices. 5 | 6 | All of the tools above log data about your activity that can be used to improve the quality of teaching and learning. 7 | In this course, I intend to use this information to: 8 | 9 | - view overall class progress (in aggregate), 10 | - track your personal progress in order to provide you with personalized feedback, 11 | - track participation in discussion forums 12 | - improve the course and your learning, 13 | - explore students actions in the course, 14 | - provide you feedback on your progress. 15 | 16 | Unfortunately, at the moment it is not possible to opt-out of the data collection process, but if you like, you may opt-out of the process where *I use the data to give you personalized feedback*. 17 | To opt-out, please {{ ANALYTICS_OPTOUT }} at any point in the course. 18 | You may opt-out with my full support, I respect your decision and applaud you for your netizenship! -------------------------------------------------------------------------------- /about/syllabus_bits/passing_requirement.md: -------------------------------------------------------------------------------- 1 | - All students must satisfy ALL conditions to pass the course: 2 | 1. Pass the Lab component with a grade of at least 50%, 3 | 1. Pass the Test and Exam components (together) with a grade of at least 50%, 4 | 1. Pass the Final Exam with a grade of at least 40%. 5 | 6 | If students do not satisfy the appropriate requirements, the student will be assigned the **lower** of their earned course grade or, a maximum overall grade of 45 in the course. -------------------------------------------------------------------------------- /about/syllabus_bits/schedule.md: -------------------------------------------------------------------------------- 1 | This is the tentative plan for {{ COURSE_CODE }} this term. 2 | Things may change depending on many factors so this is subject to change. 3 | 4 | | Wk | Date | Topic | Homework | Lab | Logs | Test / Bonus Test | 5 | |----|--------|-----------------------------------|------------|-------|------|--------------------------------| 6 | | 0 | Jan 11 | About this course | Diagnostic | Lab X | LL X | Test 0: Course policies | 7 | | 1 | Jan 18 | Kinematics in 1 D | HW X | Lab X | LL X | Diagnostic (Pre) | 8 | | 2 | Jan 25 | Vectors and Coordinate Systems | HW X | Lab X | LL X | Test 1: Chapters 2 & 3 | 9 | | 3 | Feb 1 | Kinematics in 2D | HW X | Lab X | LL X | Bonus Test 1 | 10 | | 4 | Feb 8 | Force and Motion | HW X | Lab X | LL X | Test 2: Chapters 4 & 5 | 11 | | 5 | Feb 15 | Reading Week (no new material) | - | - | - | - | 12 | | 6 | Feb 22 | Dynamics I: Motion along a line | HW X | Lab X | LL X | Bonus Test 2 | 13 | | 7 | Mar 1 | Newton's third law | HW X | Lab X | LL X | Test 3: Chapters 6 & 7 | 14 | | 8 | Mar 8 | Dynamics II: Motion in a Plane | HW X | Lab X | LL X | Bonus Test 3 | 15 | | 9 | Mar 15 | Work and Kinetic Energy | HW X | Lab X | LL X | Test 4: Chapters 8 & 9 | 16 | | 10 | Mar 22 | Interactions and Potential Energy | HW X | Lab X | LL X | Bonus Test 4 | 17 | | 11 | Mar 29 | Impulse and momentum | HW X | Lab X | LL X | Test 5: Chapters 10 & 11 | 18 | | 12 | Apr 5 | Review and recap | Practice | Lab X | LL X | Diagnostic (Post) Bonus Test 5 | -------------------------------------------------------------------------------- /about/syllabus_bits/teaching_team.md: -------------------------------------------------------------------------------- 1 | | Team Member | Pronounce as | Contact | Office Hour | 2 | |------------------------------|-----------------|----------------------------------------------------------|-------------| 3 | | {{ INSTRUCTOR }}; Instructor | {{ PRONOUNCE }} | Contact via {{ FORUM_LINK }} | TBD | 4 | | (TA) | | Contact via {{ FORUM_LINK }} | TBD | 5 | | (TA) | | Contact via {{ FORUM_LINK }} | TBD | 6 | | (TA) | | Contact via {{ FORUM_LINK }} | TBD | 7 | | (TA) | | Contact via {{ FORUM_LINK }} | TBD | 8 | -------------------------------------------------------------------------------- /about/unsyllabus.md: -------------------------------------------------------------------------------- 1 | ![](../images/header.jpg) 2 | 3 | ![](../images/UBC_CS.png) 4 | 5 | (unsyllabus)= 6 | # Unsyllabus 7 | 8 | ```{include} unsyllabus_bits/main_nav.md 9 | ``` 10 | 11 | ```{figure} ../images/construction.jpeg 12 | --- 13 | width: 750px 14 | name: Under Construction. 15 | --- 16 | This course website is currently under construction. It will continue to be updated and will be released closer to the course start date. [Photo by Mabel Amber from Pexels](https://www.pexels.com/photo/traffic-red-blue-sign-117602/). 17 | ``` 18 | 19 | (important-details)= 20 | ## Important Details 21 | 22 | ```{include} unsyllabus_bits/important_details.md 23 | ``` 24 | 25 | ### What do I need to purchase for this course? 26 | 27 | Being very conscious of the high tuition and technology costs, we have made efforts to remove the additional cost of taking this course. 28 | All course content, references, and resources provided in this course are free and open source, and can be considered open educational resources (OER). 29 | 30 |
31 | 32 | (contact-us)= 33 | ## Contact Us 34 | 35 | ```{include} syllabus_bits/teaching_team.md 36 | ``` 37 | (evaluation)= 38 | ## Evaluation 39 | 40 | ```{include} unsyllabus_bits/grading_practices_detailed.md 41 | ``` 42 | 43 | (passing-requirements)= 44 | ## Passing requirements 45 | 46 | ```{include} syllabus_bits/passing_requirement.md 47 | ``` 48 | 49 | ## Learning Intentions 50 | (learning-intentions)= 51 | ```{include} syllabus_bits/course_LOs.md 52 | ``` 53 | 54 |
55 | 56 | ## Schedule 57 | 58 | (schedule)= 59 | ```{include} syllabus_bits/schedule.md 60 | ``` 61 | 62 |
63 | 64 | (getting-help)= 65 | ## Getting Help 66 | 67 | ```{include} unsyllabus_bits/getting_help.md 68 | ``` 69 | 70 | (syllabus-vs-unsyllabus)= 71 | ## Syllabus vs. Unsyllabus 72 | 73 | ```{include} unsyllabus_bits/why_syllabus_unsyllabus.md 74 | ``` 75 | 76 |
77 | 78 | (changes)= 79 | ## Unsyllabus changes 80 | 81 | ```{include} unsyllabus_bits/changes.md 82 | ``` 83 | 84 | (doing-well)= 85 | ## How do I do well in this course? 86 | 87 | ```{include} unsyllabus_bits/doing_well_physics.md 88 | ``` 89 | 90 | (missed-things)= 91 | ## Missed things 92 | 93 | ```{include} unsyllabus_bits/missed_things.md 94 | ``` 95 | 96 |
97 | 98 | (tools)= 99 | ## Course Tools 100 | 101 | ```{include} unsyllabus_bits/course_tools.md 102 | ``` 103 | 104 | ### Required Tools 105 | 106 | In this course, we will be using the following required learning technologies (privacy policies linked): 107 | 108 | - [Canvas](https://faculty.canvas.ubc.ca/canvas-privacy/) 109 | - [Ed Discussion](https://edstem.org/privacy) 110 | - [Gradescope](https://www.gradescope.com/privacy) 111 | - [GitHub](https://docs.github.com/en/github/site-policy/github-privacy-statement) 112 | - [PrairieLearn](https://www.prairielearn.com/legal/privacy) 113 | - [Sli.do](https://www.slido.com/terms?experience_id=1&utm_campaign=_eid-007-control&utm_source=www.slido.com-_ab#privacy-policy) 114 | 115 | ```{include} unsyllabus_bits/tools/canvas.md 116 | ``` 117 | 118 | ```{include} unsyllabus_bits/tools/ed_discussion.md 119 | ``` 120 | 121 | ```{include} unsyllabus_bits/tools/github.md 122 | ``` 123 | 124 | ```{include} unsyllabus_bits/tools/prairielearn.md 125 | ``` 126 | 127 | ```{include} unsyllabus_bits/tools/slido.md 128 | ``` 129 | 130 | ```{include} unsyllabus_bits/tools/gradescope.md 131 | ``` 132 | 133 | ### What type of information will I collect about you in this course? 134 | 135 | ```{include} ../about/syllabus_bits/learning_analytics.md 136 | ``` 137 | 138 |
139 | 140 | (philosophy)= 141 | ## Teaching Philosophy 142 | 143 | ```{include} unsyllabus_bits/teaching_philosophy.md 144 | ``` 145 | 146 | (academic-integrity)= 147 | ## Academic Integrity 148 | 149 | ```{include} unsyllabus_bits/academic_integrity.md 150 | ``` 151 | 152 |
153 | 154 | (withdrawing)= 155 | ## What should I think about if I'm considering withdrawing from the course? 156 | 157 | ```{include} unsyllabus_bits/withdrawing.md 158 | ``` 159 | 160 | (acknowledgements)= 161 | ## Acknowledgements 162 | 163 | ```{include} unsyllabus_bits/acknowledgements.md 164 | ``` 165 | 166 | (unsyllabus_land-acknowledgement)= 167 | ## Land Acknowledgement 168 | 169 | ```{include} syllabus_bits/land_acknowledgement.md 170 | ``` 171 | 172 | (references)= 173 | ## References 174 | 175 | ```{bibliography} 176 | :style: unsrt 177 | ``` -------------------------------------------------------------------------------- /about/unsyllabus_bits/academic_integrity.md: -------------------------------------------------------------------------------- 1 | ### How do I go through this course with integrity? 2 | 3 | I want to be proud of your work in this course, and I want YOU to be proud of yourself as well! 4 | That cannot happen if you make unethical decisions, including (but not limited) to cheating or plagiarism. 5 | According to the scientific literature, the most common reasons students cheat are: 6 | 7 | - Fear of failure and life consequences 8 | - Peer pressure, including an inability to say no to help others cheat 9 | - Perceived societal acceptance of cheating (Lance Armstrong, Barry Bonds, Enron, Wall Street & the The Big Short) 10 | - Desire for success without the time/desire to put in the work needed 11 | - Strict due dates and due-dates 12 | - Requirement from instructors to memorize facts, figures, equations, etc... 13 | - High-stakes exams with no recompense for "having a bad day" 14 | - Peers cheating with no consequences or penalties 15 | - Unclear expectations on what constitutes academic dishonesty 16 | - Inadequate support from instructor and teaching team 17 | 18 | Though I sympathize with students and the stresses of your busy lives - in my opinion, there is no good reason to cheat. 19 | I have tried extremely hard to make this course focused on learning rather than grading, and where grading is needed, to have policies that are as student-friendly as possible. 20 | In particular, I hope (and expect) that the following features of the course should eliminate your temptation to cheat or plagiarize: 21 | 22 | - {{ GRACE_PERIOD }} grace-period on all due dates and due dates. 23 | - Long testing window so you can start the tests whenever you're comfortable. 24 | - Weekly learning logs, homework and reading reflections to make you think about your learning ([metacognition](https://cft.vanderbilt.edu/guides-sub-pages/metacognition/)). 25 | - Each test has a "bonus test" available one week later; for each test, we will take the better score of the pair. 26 | - No high-stakes exams (the single largest assessment item is the final exam). 27 | - All course assessments are completely open book, open notes, and open web (except for cheating websites like Chegg, CourseHero, Slader, Bartleby, etc...) 28 | - Plenty of TA and instructor student hours and several outside of normal business hours. 29 | - Class website that outlines exactly what you should do when to help you manage your time. 30 | - Tonnes of supplemental materials including other instructional videos in case you want a different perspective. 31 | - Weekly prompt to accept the integrity pledge to keep you accountable. 32 | - A true willingness from the instructor (me) to help you learn and succeed in this course! 33 | 34 | With these features, and several other little things, I sincerely hope that you will consider completing this course with maximum integrity so that you never have to feel guilty, ashamed, or disappointed in yourself and your actions! 35 | 36 | A more detailed description of academic integrity, including the University’s policies and procedures, may be found in the [UBC Academic Calendar](https://vancouver.calendar.ubc.ca/campus-wide-policies-and-regulations/student-conduct-and-discipline/discipline-academic-misconduct). 37 | 38 | ### What is considered academic dishonesty in this course? 39 | 40 | To make it even easier for you to decide what isn't allowed, below is a list of things that I **definitely** consider to be academic dishonesty: 41 | 42 | - Asking others for their work in the course (whether question by question, or all at once) 43 | - Sending others your work in the course 44 | - Doing tests collaboratively (tests **must** be done by yourself and alone) 45 | - Sending others your test questions and/or answers 46 | - Sharing any course material onto Chegg, Course Hero, Slader, or other similar sites 47 | - Searching for solutions to course material on Chegg, Course Hero, Slader, or other similar sites 48 | - Blindly googling the question in hopes of finding someone who had a similar question and then copying their answer 49 | - Note, googling to find resources to understand specific concepts or general ideas is highly encouraged! 50 | - Having a tutor/friend/nemesis complete and submit your work for you 51 | - Copying and pasting code, equations, text explanations, prose, etc... without attribution 52 | - Manipulating the learning platforms we use to reverse engineer the randomization algorithms, hacking the timer functionality, or other similar technical [malfeasance](https://dictionary.cambridge.org/dictionary/english/malfeasance). 53 | -------------------------------------------------------------------------------- /about/unsyllabus_bits/acknowledgements.md: -------------------------------------------------------------------------------- 1 | The syllabus was constructed and adapted from many other templates and examples. 2 | Below is the list of resources I have used to put this syllabus together: 3 | 4 | - Physics 117 (Instructor: [Dr. Simon Bates](https://sites.google.com/site/simonpbates/home?authuser=0)) 5 | - Psychology 417A-951 (Instructor: [Dr. Catherine Rawn](https://blogs.ubc.ca/catherinerawn/)) 6 | - [Dr. Christopher Jones](https://hcommons.org/members/profchrismjones/) and [this tweet](https://twitter.com/ProfChrisMJones/status/1282036533562834944) 7 | - [Dr. Jesse Stommell](https://www.jessestommel.com/designing-for-care/) 8 | - [Header image - Photo by Pixabay from Pexels](https://www.pexels.com/photo/code-coding-computer-cyberspace-270373/) 9 | - [Course Logo - Photo by Rakicevic Nenad from Pexels](https://www.pexels.com/photo/silhouette-of-person-holding-glass-mason-jar-1274260/) 10 | -------------------------------------------------------------------------------- /about/unsyllabus_bits/changes.md: -------------------------------------------------------------------------------- 1 | In this section, I will outline any changes that have been made to the unsyllabus as we go through the course. 2 | We will do our best to follow the plan outlined in this unsyllabus, but in case things go south, I will need to make adjustments to the contents and the schedule. 3 | 4 | Any major changes to the syllabus (this page) will be documented here, as well as the date the change was made. 5 | 6 | | Change Date | Summary | Rationale | 7 | |---------------|-------------------------------------------------------------|------------| 8 | | DATA | TBD | TBD | 9 | | | | | -------------------------------------------------------------------------------- /about/unsyllabus_bits/course_tools.md: -------------------------------------------------------------------------------- 1 | ```{warning} 2 | I will be the first to acknowledge that my courses are usually heavily reliant on learning technologies. 3 | I strongly believe that learning technologies are essential (for me) to give you my students a good experience in the course. 4 | Many times during the course you may be frustrated why we need to use so many different tools, and why there isn't one tool that does everything. 5 | Believe me, this frustrates me too (particularly because each of your instructors will be using different tools depending on their needs), and is something that I'm working on improving. 6 | At the moment, the reality is that many learning technologies often only do *one thing* very well. 7 | This of course means that other functionalities take a back-seat and exist merely to check a box on their marketing website (just to say they have the feature). 8 | 9 | **In all of my courses, before selecting a learning technology, I do a very careful scan of the landscape, weigh the pros and cons, consider the privacy implications, the convenience aspects, and then select the ones that I believe will best support my teaching goals at minimal inconvenience to students. In general, I also use tools that are fun to use!** 10 | 11 | I hope you will be patient with all the tools used in this course, I hope I can demonstrate value to you by using them in our course. 12 | If you have any feedback about my usage of the tools, I'd be happy to [get your (anonymous) feedback](page_feedback) and though it may not always be possible to make changes mid-semester, I will certainly keep your feedback in mind as I plan the next iteration of this course. 13 | ``` 14 | 15 | All tools used in the course will be used in a [FIPPA-compliant](https://universitycounsel.ubc.ca/subject-areas/access-and-privacy-general/access-to-information/about-fippa/) manner, with your privacy top of mind. 16 | New tools may be added to the course as the need arises, and I will update this section with the appropriate information and make an announcement if a new tool is added midway through a course. 17 | 18 | There is no cost to the student for any of the tools used in this course. 19 | 20 | ```{tip} 21 | Even though the tools above are required for this course, if you have a moral or legal objection to my use of these tools, please do reach out to me and we can likely find an acceptable accommodation. 22 | ``` -------------------------------------------------------------------------------- /about/unsyllabus_bits/doing_well_cpsc.md: -------------------------------------------------------------------------------- 1 | To prepare yourselves for this course, remember that: 2 | 3 | 1. Learning is a contact sport. 4 | 2. Memorizing is not learning. 5 | 3. Understanding is learning, and understanding should be your goal (not grades). 6 | 4. We’ll do lots of tests. 7 | 8 | And some ingredients for your success: 9 | 10 | 1. Plan. 11 | 1. Prepare. 12 | 1. Engage. 13 | 1. Practice. 14 | 1. Collaborate. 15 | 1. Do not be fooled by familiarity of the material. 16 | 17 | ```{important} 18 | These guidelines were adapted from [Dr. Simon Bates' Physics 117 course from UBCV](https://sites.google.com/site/simonpbates/home?authuser=0). 19 | ``` 20 | 21 | ### ... but I've never been good at computer science! 22 | 23 | That's okay! 24 | You're still more than welcome in this course. 25 | I will do everything I can (within reason) to still make the course accessible to you. 26 | This course is designed with your success in mind. 27 | There are multiple opportunities for you to learn from your mistakes and improve your grades in nearly every aspect of the course. 28 | In my opinion, the best learning happens when folks are given the opportunity to make mistakes so they get over their fear of trying new things! 29 | 30 | To summarize, if you've never been "good" at computers, come into the course with a healthy attitude, a desire to work for your success, and I have no doubt you will be successful in this course. 31 | If you ever want to talk about the course, or have any feedback you want to give me, do not hesitate to reach out to me! 32 | 33 | ### ... but I don't even like computers! 34 | 35 | Believe it or not, I have no expectation that every student that takes my course will have an undying passion for the subject. 36 | Some of you may be forced to take this course by your programs, faculties, career interests, etc... 37 | Sometimes we all have to take courses that we think we don't like, or enjoy. 38 | That's fine! 39 | No judgement from me, you are more than welcome in this course. 40 | I just ask that you not make any snap judgements about the class, the material, the instructor (me), or the teaching team. 41 | Whatever your motivations are for taking this course, give us a chance, maybe you don't HAVE TO be miserable taking this course! 42 | You might even enjoy the feeling of community and camaraderie that develops over the course of the semester :-). 43 | 44 | I hope you're not miserable, if you do feel miserable, come talk to me - maybe I can help you see the light at the end of tunnel? -------------------------------------------------------------------------------- /about/unsyllabus_bits/doing_well_physics.md: -------------------------------------------------------------------------------- 1 | For full details, please see the page {ref}`page_doing_well`. 2 | 3 | To whet your appetite on what you'll read there, here are some guidelines on preparing yourselves for this course: 4 | 5 | 1. Learning is a contact sport. 6 | 2. Memorizing is not learning. 7 | 3. Understanding is learning and understanding should be your goal. 8 | 4. We'll do lots of tests. 9 | 10 | And some ingredients for your success: 11 | 12 | 1. Plan. 13 | 1. Prepare. 14 | 1. Engage. 15 | 1. Practice. 16 | 1. Collaborate. 17 | 1. Do not be fooled by familiarity of the material. 18 | 1. Practice Math. 19 | 20 | ### ... but I've never been good at physics or math! 21 | 22 | That's okay! 23 | You're still more than welcome in this course. 24 | I will do everything I can (within reason) to still make the course accessible to you. 25 | This course is designed with your success in mind. 26 | There are multiple opportunities for you to learn from your mistakes and improve your grades in nearly every aspect of the course. 27 | In my opinion, the best learning happens when folks are given the opportunity to make mistakes so they get over their fear of trying something! 28 | At the beginning of the term, we will all do a Math Diagnostic (not for marks) to check if you have the required math background for this course. 29 | If you do not, I have some supplemental material for you to catch up. 30 | My expectation is that you'll complete the exercises and review the supplemental material in the first couple of weeks. 31 | 32 | To summarize, if you've never been "good" at physics or math, come into the course with a healthy attitude, a desire to work for your success, and I have no doubt you will be successful in this course. 33 | If you ever want to talk about the course, or have any feedback you want to give me, do not hesitate to reach out to me! 34 | 35 | ### ... but I don't even like physics or math! 36 | 37 | Believe it or not, I have no expectation that every student that takes my course will have an undying passion for the subject. 38 | Some of you may be forced to take this course by your programs, faculties, career interests, etc... 39 | Sometimes we all have to take courses that we think we don't like, or enjoy. 40 | That's fine! 41 | No judgement from me, you are more than welcome in this course. 42 | I just ask that you not make any snap judgements about the class, the material, the instructor (me), or the teaching team. 43 | Whatever your motivations are for taking this course, give us a chance, maybe you don't HAVE TO be miserable taking this course! 44 | You might even enjoy the feeling of community and camaraderie that develops over the course of the semester :-). 45 | 46 | I hope you're not miserable, if you do feel miserable, come talk to me - maybe I can help you see the light at the end of tunnel? -------------------------------------------------------------------------------- /about/unsyllabus_bits/getting_help.md: -------------------------------------------------------------------------------- 1 | The best way to get personalized help in this course is to attend the "Student Hours" we have scheduled for this course. 2 | They are all done on Zoom and this is time that the instructor and TAs have set aside to help YOU personally, 1 on 1! 3 | I understand it might feel intimidating to come to Student Hours, but we don't bite! 4 | We would love to hear about you, what your interests are, and if you have any career advice. 5 | If nobody comes to the Student Hours, we end up sitting in a Zoom room all by ourselves, all alone, and sad. 6 | 7 | A few other notes: 8 | 9 | - We will be using {{ FORUM_LINK }} for Announcements in this course. 10 | - For **all** course-related questions you can reach out to the teaching team including instructors and TAs via {{ FORUM_LINK }}. 11 | - You are encouraged to post questions publicly whenever possible so others can benefit. For private and personal issues, you can send private messages on {{ FORUM_LINK }}. 12 | - Any student may visit the student hour for any member of the teaching team (TA or instructor)! In other words, you can go to the student hour of ANY TA, not just the one whose lab/tutorial you are registered in. 13 | 14 | ### Why should I take {{ COURSE_CODE }}? 15 | 16 | ```{include} syllabus_bits/course_teaser.md 17 | ``` 18 | 19 |
-------------------------------------------------------------------------------- /about/unsyllabus_bits/grading_practices_detailed.md: -------------------------------------------------------------------------------- 1 | The grading scheme for this course is: 2 | 3 | | Item | Weight | Due date(s) | 4 | |-----------------------|-----------------|-------------| 5 | | Learning Logs | 5% (10 x 0.5%) | TBD | 6 | | Homework | 20% (10 x 2%) | TBD | 7 | | Labs | 25% (10 x 2.5%) | TBD | 8 | | Tests (& Bonus Tests) | 30% (5 x 6%) | TBD | 9 | | Final Exam | 20% | TBD | 10 | 11 | There will be 5 tests in this course in an (approximately) bi-weekly schedule. 12 | For each of the tests, there will be a bonus test exactly one week later and the better score of the Test-Bonus Test pair will be taken. 13 | 14 | ```{attention} 15 | All due dates in this course have an automatic 48 hour grace period after the due dates listed above. 16 | Any submissions submitted past the grace period will not be graded (with some exceptions). 17 | ``` 18 | 19 | ```{note} 20 | Please refer to [this page](https://students.ubc.ca/enrolment/exams/exam-clashes-hardships-cancellations) for details on exam clashes, hardships, and cancellations. 21 | ``` -------------------------------------------------------------------------------- /about/unsyllabus_bits/important_details.md: -------------------------------------------------------------------------------- 1 | 2 | | Name | Description | 3 | |------------|---------------------------------| 4 | | Course | {{ COURSE_CODE }} | 5 | | Term | {{ TERM }} | 6 | | Instructor | {{ INSTRUCTOR }} | 7 | | Lectures | {{ MEETING_TIMES }}: {{ ROOM }} | 8 | | Mode of Delivery | In-person (All course activities and assessments, including the Final Exam, will be conducted in-person) | 9 | | Student Hours | To get live 1 on 1 help in the course, use {{ ZOOM_LINK.replace('CANVAS_ID',CANVAS_ID) }} at various times (see below for schedule). | 10 | | Canvas URL | {{ CANVAS_LINK.replace('CANVAS_ID',CANVAS_ID) }} | 11 | | Course Discussion | To ask any course-related questions, use private (personal, not useful for anyone else) or public (helpful for other) messages on {{ FORUM_LINK }} | 12 | 13 | You can find all the important term dates in the [UBC Academic Calendar](https://vancouver.calendar.ubc.ca/dates-and-due dates). 14 | 15 | ```{warning} 16 | If there is a lab and/or tutorial listed on the SSC for this course, You **must** register for all course elements without conflicts, otherwise the department will remove you from the course! There are usually lab or tutorial exemptions for some students (i.e. those repeating the course) and instructions for that will be in this syllabus. 17 | ``` 18 | -------------------------------------------------------------------------------- /about/unsyllabus_bits/main_nav.md: -------------------------------------------------------------------------------- 1 | ::::{grid} 1 1 2 3 2 | :class-container: text-center 3 | :gutter: 3 4 | 5 | :::{grid-item-card} 6 | :link: contact-us 7 | :link-type: ref 8 | :class-header: sd-bg-primary sd-text-white 9 | 10 | Teaching Team ✏️ 11 | ^^^ 12 | 13 | Information about the teaching team and how to contact us. 14 | ::: 15 | 16 | :::{grid-item-card} 17 | :link: schedule 18 | :link-type: ref 19 | :class-header: sd-bg-dark sd-text-white 20 | 21 | Course Schedule 🗓 22 | ^^^ 23 | 24 | A table of course topics and a week-by-week plan of what we intend to cover. 25 | 26 | ::: 27 | 28 | :::{grid-item-card} 29 | :link: doing-well 30 | :link-type: ref 31 | :class-header: sd-bg-success sd-text-white 32 | 33 | Doing Well 😊 34 | ^^^ 35 | 36 | Strategies and tips on how to do well in this course. 37 | 38 | ::: 39 | 40 | :::{grid-item-card} 41 | :link: getting-help 42 | :link-type: ref 43 | :class-header: sd-bg-warning 44 | 45 | Getting Help ❤️‍🩹 46 | ^^^ 47 | 48 | Learn how to get help and get support if you're struggling, academically or otherwise. 49 | ::: 50 | 51 | :::{grid-item-card} 52 | :link: evaluation 53 | :link-type: ref 54 | :class-header: sd-bg-primary sd-text-white 55 | 56 | Evaluation ✅ 57 | ^^^ 58 | 59 | Information about the grading system and evaluation scheme for this course. 60 | ::: 61 | 62 | :::{grid-item-card} 63 | :link: philosophy 64 | :link-type: ref 65 | :class-header: sd-bg-light 66 | 67 | Teaching Philosophy 🧙‍♂️ 68 | ^^^ 69 | 70 | How this course will be taught and how humans learn (you may be surprised!). 71 | ::: 72 | 73 | :::{grid-item-card} 74 | :link: changes 75 | :link-type: ref 76 | :class-header: sd-bg-danger sd-text-white 77 | 78 | Changes ✍️ 79 | ^^^ 80 | 81 | List of changes made to the Unsyllabus since the start of term, and a rationale. 82 | ::: 83 | 84 | :::{grid-item-card} 85 | :link: academic-integrity 86 | :link-type: ref 87 | :class-header: sd-bg-info sd-text-white 88 | 89 | Honesty & Integrity 😇 90 | ^^^ 91 | 92 | Completing this course with honesty and integrity. Examples of things you can and should not not do. 93 | ::: 94 | 95 | :::{grid-item-card} 96 | :link: missed-things 97 | :link-type: ref 98 | :class-header: sd-bg-secondary sd-text-white 99 | 100 | Special Days 🤧💝🕌🥳 101 | ^^^ 102 | 103 | What to do if you have to miss things because of special days (including getting sick). 104 | ::: 105 | 106 | :::: -------------------------------------------------------------------------------- /about/unsyllabus_bits/missed_things.md: -------------------------------------------------------------------------------- 1 | ### What if I miss labs, tests, or the exam due to an illness, health, or other personal situations? 2 | 3 | Normally, most due dates in this course have a generous grace period. 4 | If you require an extension beyond the grace period, please contact the instructor on {{ FORUM_LINK }} (ideally before the deadline passes) to discuss your options. 5 | 6 | Students who, because of unforeseen events, are absent during the term and are unable to complete tests or other graded work, should normally discuss with their instructors how they can make up for missed work. 7 | If ill health is an issue, students are encouraged to seek attention from a health professional. 8 | Campus Health and Counselling will normally provide documentation only to students who have been seen previously at these offices for treatment or counselling specific to conditions associated with their academic difficulties. 9 | 10 | ```{tip} 11 | If you miss a course component due to an illness, health, or other personal situation, please reach out to me as soon as you are comfortable, and I'll work with you to get you back on track. 12 | ``` 13 | 14 | ### What if I have dependents that rely on me for care and unpredictable emergencies may arise? 15 | 16 | Let's talk, send me a private message and we can discuss it. 17 | I do not necessarily need to know all the personal details, just a high-level summary of your situation and what you think an ideal solution would be. 18 | 19 | I'm sure we will come to some agreement, generally the earlier you let me know of any special circumstances or accommodation, the more I'll be able to do for you! 20 | 21 | ### What if I have to miss a deadline because of a wedding, birthday, funeral, religious holiday, or personal event ? 22 | 23 | No problem! There's not even any need to tell me, or ask for permission to miss due dates. 24 | The course is designed to give you maximum flexibility: 25 | 26 | - Every deadline has a {{ GRACE_PERIOD }} grace period that is automatically applied. 27 | - There is no late penalty if you use the grace period 28 | - You can use the grace period an unlimited amount of time in the course (though if it happens every week and for every assignment, I might check in with you and gently encourage you not to leave things to the last minute) 29 | 30 | ```{tip} 31 | Remember, if you miss a Test for whatever reason, you can make it up the following week in the bonus test! 32 | ``` 33 | 34 | If you miss a deadline by more than the grace period, the general course policy is that you will not be able to get full credit for it, and in many cases, may even get a 0 for it. 35 | In the cases of Tests, it is not possible to get partial credit, or complete it at times other than within the scheduled windows. 36 | In some cases, I reserve the right to grant an extension or make alternate accommodations as needed. 37 | 38 | ### What should I do if I need accommodations to be successful in this course? 39 | 40 | Accommodations are intended to remove barriers experienced by individuals with disabilities. 41 | As a matter of principle, UBC is committed to promoting human rights, equity and diversity, and it also has a legal duty under the BC Human Rights Code to make its goods and services available in a manner that does not discriminate. 42 | [Policy 73](https://universitycounsel.ubc.ca/files/2019/02/policy73.pdf) (Accommodation for Students with Disabilities) sets out principles and processes governing the accommodation of students with disabilities. 43 | 44 | All accommodations for this course are handled through the [Centre for Accessibility](https://students.ubc.ca/about-student-services/centre-for-accessibility) and I encourage you to contact them to book an appointment. 45 | 46 | ### Compassion 47 | 48 | Overall, my philosophy is that I think we could all use some extra compassion and humanity wherever and whenever it's possible. 49 | If you're going through something that is affecting you (in the course or otherwise), you are always welcome to come and talk to me about it. 50 | If I am not able to help you myself, then I can probably direct you to the right person or resource on campus. 51 | If you need extra help, or extra time to deal with something you're going through, just ask. 52 | You will *never* owe me an explanation about your physical health, mental health, or those of your family members, friends, etc... I will believe you, and I will trust you. 53 | I will not judge you, nor think any less of you. 54 | I will do everything in my power to work out something that is both reasonable and fair. 55 | This, I promise! -------------------------------------------------------------------------------- /about/unsyllabus_bits/teaching_philosophy.md: -------------------------------------------------------------------------------- 1 | For a detailed description of my teaching philosophy and values (including a list of references and citations), you can [read it here](https://firas.moosvi.com/cv/teaching-philosophy/). 2 | Here are the key principles I intend to apply in this class: 3 | 4 | 1. Student learning is vastly improved through active learning 5 | 1. Learning technologies must be leveraged to scale instructor effort across multiple classes. 6 | 1. Inter-disciplinarity is the future of education. 7 | 1. Effective teaching is inclusive teaching. 8 | 9 | ### How will this course be taught ? 10 | 11 | This course will be taught as a [Blended Learning classroom](https://en.wikipedia.org/wiki/Blended_learning) where some elements of a [flipped classroom](https://www.youtube-nocookie.com/embed/BCIxikOq73Q) will be mixed with a more traditional coding classroom with live demos, clicker questions, and worksheets. 12 | Briefly, this requires students to watch videos and engage with the assigned reading prior to the classroom meeting (knowledge transfer). 13 | During the class meeting, the instructor guides students through clicker questions, worksheet problems, and other activities to help the students make sense of the material (sense-making). 14 | See {numref}`masterymodel1` for a mental model of how learning works {cite}`Ambrose2010`. 15 | 16 | ```{figure} ../images/masterymodel1.png 17 | --- 18 | width: 750px 19 | name: masterymodel1 20 | --- 21 | To develop mastery in a concept, students must first acquire the necessary skills, then practice integrating them, and finally know when to apply what they have learned. This figure was adapted from Figure 4.1 of the book "How Learning Works". 22 | The terms "knowledge transfer" and "sense-making" applied in this context is generally attributed to [Dr. Eric Mazur](https://mazur.harvard.edu/files/mazur/files/flip_your_course_online_07.pdf). 23 | ``` 24 | 25 | ### What does this mean in practical terms? 26 | 27 | {numref}`masterymodel2` shows a handy table to help guide you and organize your learning in this course: 28 | 29 | ```{figure} ../images/masterymodel2.png 30 | --- 31 | height: 500px 32 | name: masterymodel2 33 | --- 34 | This table describes how I think each course activity should be classified between knowledge transfer and sense-making. 35 | ``` 36 | -------------------------------------------------------------------------------- /about/unsyllabus_bits/tools/canvas.md: -------------------------------------------------------------------------------- https://raw.githubusercontent.com/firasm/jupyterbook_course_template/50c418e156fb13aa64d325bd77b4175c8ab4f78a/about/unsyllabus_bits/tools/canvas.md -------------------------------------------------------------------------------- /about/unsyllabus_bits/tools/ed_discussion.md: -------------------------------------------------------------------------------- 1 | ### Ed Discussion [Required] 2 | 3 | In this course, we will be using {{ FORUM_LINK }} for class discussions. 4 | You will need to sign up for a (free) Ed Discussion account to participate in the discussions for this course. 5 | The system is highly catered to getting you help fast and efficiently from classmates, the TA, and myself. 6 | 7 | ```{tip} 8 | In general, please do NOT email questions to the instructor and TAs unless it is a legitimate emergency (or if you cannot access Ed Discussion). If you do this accidentally, it's okay - we will send you an automated response letting you know that emails will not be answered and you should re-post your question on Ed Discussion. 9 | ``` 10 | 11 | ```{warning} 12 | Data on Ed Discussion is stored on servers outside Canada. When you access this site by clicking on the link through Canvas, you are being transferred to these servers. In order to protect your identity, UBC obfuscates your user ID before it is sent to the site. However, Ed Discussion does require you to create an account on their servers. While Ed Discussion adheres to strict U.S. privacy regulations (FERPA), UBC cannot guarantee security of your private details on servers outside of Canada. Please exercise caution whenever using personal information. You may wish to use a pseudonym to protect your privacy if you have concerns. 13 | ``` 14 | -------------------------------------------------------------------------------- /about/unsyllabus_bits/tools/github.md: -------------------------------------------------------------------------------- 1 | ### GitHub [Required] 2 | 3 | Git is a modern and open-source distributed version control system that aims to facilitate collaborative software development, data analysis, and [even writing poetry](https://writerly.dev). 4 | We use Git because it is technically sound, very good at what it does, and is a system where many communities (perhaps uniquely!) have largely converged on a single system (with some exceptions, see below) for version control. 5 | In the [2022 Stack Overflow Developer survey](https://stackoverflow.blog/2023/01/09/beyond-git-the-other-version-control-systems-developers-use/), 93% of respondents reported using Git as their system of choice for version control. 6 | 7 | Git is the underlying system that facilitates distributed work on code bases, and GitHub is one cloud-based provider that hosts Git repositories, and offers useful convenience features to facilitate collaboration between multiple developers (and even single developers). 8 | Of course, there are alternatives to GitHub for hosting Git repositories (similar to how there are various email providers that will host your email like Google, Yahoo, Proton Mail, etc...). 9 | We chose to use GitHub.com mostly because of the existence of GitHub Classroom, which helps instructors with a lot of the logistics of repository management. 10 | 11 | ```{warning} 12 | Data on GitHub (typically your course labs, assignments, and projects) is stored on servers outside Canada. When you access this site by clicking on the link through Canvas, you are being transferred to these servers. GitHub does require you to create an account on their servers. **There is no requirement from this course for you to share any personal information on GitHub servers.** UBC cannot guarantee security of your private details on servers outside of Canada. Please exercise caution whenever using your personal information online. You may wish to use a pseudonym account to protect your privacy if you have concerns about this. 13 | ``` 14 | 15 | Here is a quick video to show you how to create a GitHub account: 16 | 17 |
18 | 19 | 20 |
-------------------------------------------------------------------------------- /about/unsyllabus_bits/tools/gradescope.md: -------------------------------------------------------------------------------- 1 | ### Link your Canvas account to Gradescope 2 | 3 | On the left sidebar in Canvas, click on Gradescope. 4 | 5 | 6 | You should then be guided through a series of steps to create an account, set a password, and link it to our course. 7 | 8 | This is **very** important for you to do as it'll be our primary mechanism for delivering you feedback in this course. 9 | 10 | ```{warning} 11 | Please verify that you do not have duplicate Gradescope accounts, this is more likely to happen when you have used Gradescope in the past with a different emails, though it has been known to happen to students who accidentally created two accounts on initial signup. 12 | 13 | If the email associated with Gradescope is correct, things should be all good. 14 | If not, then you may need to merge multiple accounts together, [see details on how to do that here](https://help.gradescope.com/article/ipjyg27lg5-student-merge-accounts). 15 | ``` -------------------------------------------------------------------------------- /about/unsyllabus_bits/tools/prairielearn.md: -------------------------------------------------------------------------------- 1 | ### PrairieLearn 2 | 3 | PrairieLearn is an open source, extensible online assessment platform built on modern web technologies and is available to students at no cost. 4 | This system replaces commerical textbook publisher platforms for homework assignments such as MasteringPhysics, WileyPlus etc. 5 | In the past, instructors were forced to use these expensive options and pass these costs on to the students, to the tune of $60/student per course with just a temporary "subscription" to a textbook. 6 | Today, thanks to the emergence of high-quality open-education resources (OERs), student advocacy (see the [UBC Senate policy](https://vancouver.calendar.ubc.ca/campus-wide-policies-and-regulations/academic-assessment/fee-based-digital-learning-tools-used-assessment)) and institutional support (the [TLEF](https://tlef.ubc.ca/funded-proposals/?filter_43=&filter_42=&filter_15=&filter_34=&gv_search=PrairieLearn&mode=all) and the [ALT-2040](https://alt-2040.ok.ubc.ca/funded-projects/) projects), and free and open source software (FOSS) we have alternatives. 7 | 8 | In the first week of class, we will do a demo of the PrairieLearn platform together, but if you'd like to get started, you can [join the course and do the first assignment by clicking here](https://ca.prairielearn.com/pl/course_instance/2439/assessment/18407). 9 | 10 | ```{important} 11 | You should login by clicking "Sign in with UBC" and provide your UBC CWL credentials: 12 | 13 | Login options for PrarieLearn, arrows are pointing to 'Sign in with UBC' 14 | ``` 15 | -------------------------------------------------------------------------------- /about/unsyllabus_bits/tools/slido.md: -------------------------------------------------------------------------------- https://raw.githubusercontent.com/firasm/jupyterbook_course_template/50c418e156fb13aa64d325bd77b4175c8ab4f78a/about/unsyllabus_bits/tools/slido.md -------------------------------------------------------------------------------- /about/unsyllabus_bits/why_syllabus_unsyllabus.md: -------------------------------------------------------------------------------- 1 | Traditionally, there has been a culture at most higher education institutions for every course to have a document that sets expectation for how the course will be conducted, what students will be expected to do, and what they will learn in the course. 2 | The purpose of that document was for the instructor to communicate "what the course will be about" to students so they know what they're getting themselves into. 3 | This document is typically called a "Syllabus" or a "Course Outline". 4 | Over the years however, this document has morphed into something like a contract - a "terms of service" that students implicitly agree to by registering for the class. 5 | 6 | This makes me somewhat uncomfortable as an educator - I don't want to legislate how you learn and what you need to do to learn. 7 | I also don't want there to be an unchangeable legal document governing the interactions between an instructor and a student. 8 | What I do want is to give you suggestions and guidelines supported by my personal experience as well as the latest literature on teaching and learning. 9 | 10 | That being said, perhaps there are some advantages to having some elements of a course codified in a "legal document" - the "Syllabus". 11 | For instance, the instructor for the course, the calendar course entry, the term dates, the final exam period, the passing criteria, how to file a grievance or complaint, and your responsibilities to uphold UBC's commitment to equity, diversity, and inclusion. 12 | The items above are indeed permanent and unchanging, and deserve to be in the syllabus. 13 | 14 | Other things, such as what you will learn, how and when you will do it are more flexible and fluid. 15 | For that, we have this unsyllabus. 16 | 17 | ### What is the Unsyllabus? 18 | 19 | In contrast to the syllabus, the unsyllabus is not a legal document. Instead, it is a *living document* that serves students and adjusts to their needs and feedback. 20 | Dr. John Warmer describes this best [in his article, "A syllabus is not a contract"](https://www.insidehighered.com/blogs/just-visiting/syllabus-not-contract): 21 | 22 | > ... this [un]syllabus is not a contract, it is a living document which reflects the experiences, emotions, philosophies, and goals I bring to a particular course. 23 | 24 | and also: 25 | 26 | > An [un]syllabus as a plan is a lot like an itinerary before a trip. 27 | > There’s some definite highlights we need to hit, but if something that seems cool and worth doing crops up unexpectedly, we need to seize that opportunity in the moment. 28 | > If something really bad happens (the equivalent of a norovirus breakout on a cruise ship) we may need to abandon something previously scheduled entirely. 29 | 30 | ### Summary 31 | 32 | Having an adaptive syllabus is important to me as it allows me to be responsive to your feedback in a meaningful way. 33 | I invite you to be co-contributors to this unsyllabus, and use the tools provided to add your own annotations, questions, and suggestions on making this syllabus work for you. 34 | At various points in the term, I will invite you to provide feedback on how things are going in the class. 35 | You may use those opportunities (or any other using the anonymous {{ ANON_FEEDBACK }} or {{ FORUM_LINK }}) to propose adjustments to how the class is running for consideration. 36 | 37 | | Document | Status | 38 | |------------|------------------------------------------------------------------------------------------------------------------------------------------| 39 | | Syllabus | University-mandated, like a legal contract and contains university rules about conduct and behaviour; elements will not change. | 40 | | Unsyllabus | Living document, responsive to student feedback and adaptable to circumstances; elements may change, usually to the benefit of students and of learning. | 41 | 42 | ```{important} Please note that I have your best interests in mind, and it is highly unlikely that I will ever change the unsyllabus in a way that negatively affects the class, or even individual students. If you believe a change is affecting you negatively, please reach out to me on {{ FORUM_LINK }}, or submit your feedback using the anonymous {{ ANON_FEEDBACK }}. 43 | ``` -------------------------------------------------------------------------------- /about/unsyllabus_bits/withdrawing.md: -------------------------------------------------------------------------------- 1 | First of all, I'm sorry you're having trouble and are considering withdrawing from the course! 2 | This is no problem, and I will not be personally offended or upset you need to do this, I encourage you to do what you feel is right for you and your situation. 3 | Below is some information that might be helpful for you in making the decision. 4 | 5 | ```{warning} Please note that it is the student's responsibility to check the withdrawal dates as [listed in the UBC Calendar](https://vancouver.calendar.ubc.ca/dates-and-due dates). 6 | ``` 7 | | Withdrawal type | Effect on Transcript | Tuition refund | 8 | |------------------------|----------------------|----------------------------------------------------------------------------------------------------| 9 | | Before {{ W_DATE_1 }} | None | 100% refund | 10 | | Before {{ W_DATE_2 }} | W on transcript | [See policy details](https://vancouver.calendar.ubc.ca/fees/tuition-fees/refund-tuition-fees) | 11 | | After {{ W_DATE_3 }} ^ | W on transcript | [See policy details](https://vancouver.calendar.ubc.ca/fees/tuition-fees/refund-tuition-fees) | 12 | 13 | ^ Note: Withdrawal after this date cannot happen without additional approvals, see [here](https://vancouver.calendar.ubc.ca/campus-wide-policies-and-regulations/withdrawal/introduction). 14 | 15 | There are factors other than money and your transcript to consider as well, including your mental health, graduation requirements/timelines, [course load requirements](https://students.ubc.ca/enrolment/courses/course-load-guide), eligibility for student loans, bursaries, scholarships etc. 16 | I advise you to [read a list of some considerations](https://science.ubc.ca/students/blog/impact-of-a-w) here and consult with an advisor if you have additional questions. 17 | 18 | ```{warning} 19 | International students have additional factors to consider when withdrawing - you are urged to follow-up with an advisor and see the [frequently asked questions here](https://students.ubc.ca/international-student-guide/immigration/taking-time-away-school-international). 20 | ``` -------------------------------------------------------------------------------- /files/README.md: -------------------------------------------------------------------------------- 1 | Place anything you want accessible outside of the JB world here, including slides, worksheets, and other "files". 2 | -------------------------------------------------------------------------------- /files/data_301_excel_intro_lecture2.pdf: -------------------------------------------------------------------------------- https://raw.githubusercontent.com/firasm/jupyterbook_course_template/50c418e156fb13aa64d325bd77b4175c8ab4f78a/files/data_301_excel_intro_lecture2.pdf -------------------------------------------------------------------------------- /files/sales.xlsx: -------------------------------------------------------------------------------- https://raw.githubusercontent.com/firasm/jupyterbook_course_template/50c418e156fb13aa64d325bd77b4175c8ab4f78a/files/sales.xlsx -------------------------------------------------------------------------------- /getting-started/bits/01_student_email.md: -------------------------------------------------------------------------------- 1 | ```{dropdown} 📧 1. Sign up for a UBC Student Email address! 2 | :class-container: sd-shadow-lg 3 | :color: success 4 | :name: email 5 | 6 | As a student of UBC you are entitled to a free, secure, institutional email address: **@student.ubc.ca**. 7 | But, to claim it, you must first activate it. 8 | 9 | Here are the steps to sign up for a Student Email Address: 10 | 11 | - Sign in to the [CWL myAccount page](https://www.myaccount.ubc.ca/myAccount/login.xhtml) and click on **Activate Student Email** 12 | - You must be registered in a course and in good standing to be eligible for this service 13 | - Check your [UBC Student Email online](https://webmail.student.ubc.ca/) 14 | - Set up your UBC email on your mobile device 15 | - [iOS](https://ubc.service-now.com/kb_view.do?sysparm_article=KB0016885) 16 | - [Android](https://ubc.service-now.com/kb_view.do?sysparm_article=KB0016889) 17 | - Set up your UBC email on your laptop or desktop to send/receive email 18 | - macOS 19 | - Open the "Mail" app on your macOS 20 | - If you've never linked an email account before, it will ask you to add an Account 21 | - If you already have a different account added to your Mail app (for e.g., your gmail account), click on Mail on the top menubar and click "Add Account" 22 | - Choose "Microsoft Exchange" as the account option 23 | - Enter in your email address: @student.ubc.ca 24 | - Enter in your password at the prompt, and it should authenticate 25 | - [Windows](https://ubc.service-now.com/kb_view.do?sysparm_article=KB0016884) 26 | 27 | You should get into the habit of using this email address as much as possible during your career at UBC. 28 | This account will also grant you access to a range of other UBC services including a free license to Microsoft Office and OneDrive. 29 | ``` -------------------------------------------------------------------------------- /getting-started/bits/02_print.md: -------------------------------------------------------------------------------- 1 | ```{dropdown} 🖨 2. Set yourself up to Print on Campus 2 | :class-container: sd-shadow-lg 3 | :color: success 4 | :name: print 5 | 6 | UBC has a super sweet printing process that is fast and convenient! 7 | You can print from anywhere on campus and then go to your closest printer to pick up your documents. 8 | I encourage you to set it up and try it once before things get crazy and you need to print things in a panic. 9 | It's extremely unlikely you'll need to print anything for this course but you'll never know when you need it! 10 | 11 | [Set up your computer to print here.](https://services.library.ubc.ca/computers-technology/copy-print-scan/pay-for-print-students-faculty-staff/) 12 | ``` -------------------------------------------------------------------------------- /getting-started/bits/03_canvas_login.md: -------------------------------------------------------------------------------- 1 | ```{dropdown} 1. Log into Canvas 2 | :class-container: sd-shadow-lg 3 | :color: primary 4 | :open: 5 | 6 | Canvas is the go-to platform at UBC. 7 | You can access it by going to: https://canvas.ubc.ca and logging in with your CWL. 8 | I expect you'll find most of your courses to be using the Canvas platform. 9 | All the information and content for this course will be posted on Canvas. 10 | 11 | In my course, the left sidebar is where you will find most things. 12 | It's fairly intuitive, but the Centre for Teaching, Learning, and Technology has created a [Canvas Student Guide](https://lthub.ubc.ca/guides/canvas-student-guide/). 13 | 14 | 15 | ``` -------------------------------------------------------------------------------- /getting-started/bits/04_github.md: -------------------------------------------------------------------------------- 1 | ```{dropdown} 2. Create an account on GitHub (if you don't already have one) 2 | :class-container: sd-shadow-lg 3 | :color: primary 4 | 5 | In this course, we will be using GitHub for our labs and assignments. 6 | This will be explained later in the first week, for now just create an account (if you do not already have one, you can continue using an existing account). 7 | 8 | Here is a quick video to show you how to create a GitHub account: 9 | 10 |
11 | 12 | 13 |
14 | ``` -------------------------------------------------------------------------------- /getting-started/bits/05_gradescope.md: -------------------------------------------------------------------------------- 1 | ```{dropdown} 3. Gradescope 2 | :class-container: sd-shadow-lg 3 | :color: primary 4 | :open: 5 | 6 | On the left sidebar in Canvas, click on Gradescope. 7 | You should then be guided through a series of steps to create an account on **gradescope.ca**, set a password, and link it to our course. 8 | Note that at UBC, we use gradescope**.CA** not gradescope*.com*. 9 | 10 | This is **very** important for you to do as it'll be our primary mechanism for submitting your work, and us delivering you feedback in this course. 11 | 12 | 13 | ``` -------------------------------------------------------------------------------- /getting-started/bits/06_course_survey.md: -------------------------------------------------------------------------------- 1 | ```{dropdown} 3. Complete the anonymous pre-course survey 2 | :class-container: sd-shadow-lg 3 | :color: primary 4 | 5 | At the start of every course, I like to hear a little bit from my students and collect some information about them. 6 | There is a good reason for this survey: I want to understand your current learning environments. Since we are all moving online forcibly, many of us may have challenges with available technology/equipment, or access to wireless internet (or power). 7 | The more I understand your circumstances (anonymously), the more I hope to do to accommodate everyone in the class. 8 | 9 | Again, this is optional but please fill it out!! 10 | 11 | [Survey link](https://ubc.ca1.qualtrics.com/jfe/form/SV_7Oi7FwTWO2N5gMK?course=cosc123&term=2022_WT2) 12 | 13 | Sometime in the first week of the course, I will use the email addresses you provide to invite you to our course Discussion platform (Ed Discussion). 14 | ``` -------------------------------------------------------------------------------- /getting-started/bits/07_take_a_break.md: -------------------------------------------------------------------------------- 1 | ```{dropdown} 7. [Required] Take a break! 2 | :class-container: sd-shadow-lg 3 | :color: primary 4 | :open: 5 | 6 | There's still a few days left before term starts, go outside, enjoy the freedom! 7 | Rest, recover, heal from everything you've been through before the rigours of the new semester start. 8 | 9 | photo of a calm body of water near a forest in the lower mainland. 10 | 11 | Photo by [Jeremy Allouche on Unsplash](https://unsplash.com/photos/calm-body-of-water-near-forest-LLc-bFnJJ1o) 12 | 13 | ``` -------------------------------------------------------------------------------- /getting-started/bits/08_join_ed_discussion.md: -------------------------------------------------------------------------------- 1 | ```{dropdown} 1. Join Ed Discussion and say hi! 2 | :class-container: sd-shadow-lg 3 | :color: primary 4 | 5 | You will be invited to Ed Discussion based on the email you enter [in this form](https://ubc.ca1.qualtrics.com)! 6 | I will invite folks a couple of times a day. 7 | 8 | 9 | ``` -------------------------------------------------------------------------------- /getting-started/bits/09_read_unsyllabus.md: -------------------------------------------------------------------------------- 1 | ```{dropdown} 2. Read the Unsyllabus 2 | :class-container: sd-shadow-lg 3 | :color: primary 4 | 5 | The syllabus and unsyllabus is now live on Canvas under the "Course Content" sidebar item. You can also {{ '[view it outside of Canvas here]({link})'.format(link=COURSE_LINK) }}. 6 | 7 | I want to know what you think of the course unsyllabus! 8 | Yes, I want your thoughts, feedback, and opinions on how you want the course to go this term. 9 | If one of you has a good idea for a change, adjustment or addition - I'd love to adopt it if it fits with the course. 10 | I strongly believe that you are now in charge of your own education, and I am just a guide to help point you in the right direction. 11 | 12 | The Unsyllabus also has lots of details about how this class will be run, my teaching philosophy, dates, due dates, and other course policies. 13 | I encourage you to read it! 14 | ``` -------------------------------------------------------------------------------- /getting-started/bits/0X.hypothesis.md: -------------------------------------------------------------------------------- 1 | ```{dropdown} 🖊 X. Create a Hypothesis account (Optional) 2 | :class-container: sd-shadow-lg 3 | :color: success 4 | :name: hypothesis 5 | 6 | There's a really awesome tool called [hypothes.is](https://hypothes.is) - when enabled, it allows anyone to highlight and comment on any website. 7 | I have turned this feature on for our unsyllabus because I want to know what you think of the unsyllabus in our course! 8 | Yes, it's *our* course, we're in this together and there are some opportunities for you to determine how we do things in this course. 9 | I want your thoughts, feedback, and opinions on how you want the course to go this term. 10 | Similarly, if you have any questions about any part of the unsyllabus, the best place to ask it is right in the document itself. 11 | If you have a good idea for a change to the unsyllabus - I'd love to hear them, and even adopt them if they fit within the goals of the course. 12 | I strongly believe that you are now in charge of your own education, and I am just a guide to help point you in the right direction! 13 | 14 | Here's an animated gif of how to annotate (you'll need to sign up for a free account): 15 | 16 | 17 | 18 | This is an experiment, and I encourage you to make comments and highlights on our unsyllabus. 19 | Let's see how it goes! 20 | Remember that your classmates will be able to see your comments too, so feel free to interact with them on here as well - we're in this together. 21 | Don't be shy, but please also be respectful and courteous. 22 | ``` 23 | 24 | ## Say Hello! 25 | 26 | If you created a Hypothes.is account, **select this bolded text** and make a comment about your favourite activity. -------------------------------------------------------------------------------- /getting-started/bits/10_lab_location.md: -------------------------------------------------------------------------------- 1 | ```{dropdown} 3. Figure out where your Labs will be held 2 | :class-container: sd-shadow-lg 3 | :color: primary 4 | 5 | On the [Student Service Center](https://courses.students.ubc.ca/cs/courseschedule?pname=subjarea&tname=subj-department&dept=CPSC), you can find the time, building, and room number of your lab. 6 | 7 | Once you know the building and room number, you can use the [UBC online interactive maps](https://maps.ubc.ca) to find the building. 8 | It'll be worth it for you to spend some time figuring out where you need to be so you're not stressed out - labs will begin in Week 2! 9 | ``` -------------------------------------------------------------------------------- /getting-started/bits/11_setup_computer.md: -------------------------------------------------------------------------------- 1 | ```{dropdown} 4. Start setting up your computer 2 | :class-container: sd-shadow-lg 3 | :color: primary 4 | 5 | You should now start setting up your computer to install all the software necessary for the course, so that you are ready for all the class demos, labs, activities, etc... 6 | The teaching team is available via {{ FORUM_LINK }} to support you through the process of installing the software on your personal machine. 7 | You can click [Setup Your Machine](page_tech_stack). 8 | ``` -------------------------------------------------------------------------------- /getting-started/bits/12_course_pattern.md: -------------------------------------------------------------------------------- 1 | ```{dropdown} 6. Get Familiar with the course pattern. 2 | :class-container: sd-shadow-lg 3 | :color: primary 4 | :open: 5 | 6 | It is my intention to establish a "course pattern" where the only thing that changes from week-to-week is the specific content we're learning that week. 7 | Otherwise, the pattern of videos, homework, class activities, tests, etc. will remain the same. 8 | Go through the "Sample Week" on the course website to get familiar with the course pattern, and some motivation for why we are doing things this way. 9 | ``` -------------------------------------------------------------------------------- /getting-started/bits/13_first_learninglog.md: -------------------------------------------------------------------------------- 1 | ```{dropdown} 7. Complete the first Learning Log (LL01) on PrairieLearn. 2 | :class-container: sd-shadow-lg 3 | :color: primary 4 | :open: 5 | 6 | Once you're done everything else in the week and **after the last class of the week**, you should have access to the first Learning Log. 7 | This assignment will help you get familiar with answering "Learning Log" questions and tasks on the PrairieLearn platform. 8 | I will respond to your learning logs over the weekend, and next week, show you how to access your feedback. 9 | ``` -------------------------------------------------------------------------------- /getting-started/pre_term.md: -------------------------------------------------------------------------------- 1 | ![](../images/header.jpg) 2 | 3 | ![](../images/UBC_CS.png) 4 | 5 | (page_pre_term)= 6 | # Before term starts 7 | 8 | Welcome to {{ COURSE_CODE }}, {{ TITLE }} ! 9 | I am very excited that you've decided to enrol in my class. 10 | Whether it's your choice to take this course, or if your were forced into it by your program/degree is not really that important - you're here now, and you're welcomed! 11 | Many of you are entering your first year of university in a new city, and maybe even a new country! 12 | To the students local to the area, you have a big responsibility to help your fellow students feel welcome and at home, in their new home. 13 | Everyone should try and make the effort to make some new friends, study partners, and acquaintances. 14 | We're emerging from a lockdowns and online learning, so don't think you're the only one whose social skills have severely deteriorated over the past few years! 15 | Take the time to introduce yourselves, share your favourite places to go, hangout, eat, socialize etc. 16 | Have fun with it, this is your new community! 17 | 18 | Silhouettes of a group of 6 friends running up the walls of what appears to be a giant pipe. Mountains and a blue sky in the background. 19 | 20 | Image by [Maike und Björn Bröskamp](https://pixabay.com/users/broesis-5213623/?utm_source=link-attribution&utm_medium=referral&utm_campaign=image&utm_content=2366955) from [Pixabay](https://pixabay.com//?utm_source=link-attribution&utm_medium=referral&utm_campaign=image&utm_content=2366955) 21 | 22 | I know that for some of you, the days before the term starts is filled with a nervous and anxious excitement, usually the good kind, but often the bad kind too. 23 | I remember when I was a student, I would frantically check to see if course information was updated and whether there was a course website, what the class was going to be like, and if there was anything I could do to get ready for the start of class. 24 | So when I became an instructor, I tried to reach out to my students a week or two before the term started to introduce myself and give them a few tasks to do to prepare for my class and the new school term. 25 | 26 | ```{note} 27 | Having some stuff to do before the term starts works for some students, but for others it really feels like I'm interrupting the last days of your summer vacations. Feel free to ignore this and come back to it whenever you're ready after the term has started! You won't be missing much and it really won't take that long to do. 28 | ``` 29 | 30 | Here is a list of things you can do (but don't have to) before the term starts: 31 | 32 | ```{include} bits/01_student_email.md 33 | ``` 34 | 35 | ```{include} bits/02_print.md 36 | ``` 37 | 38 | ```{include} bits/0X_hypothesis.md 39 | ``` 40 | 41 | ```{include} bits/pre_term_faq.md 42 | ``` -------------------------------------------------------------------------------- /getting-started/tasks1.md: -------------------------------------------------------------------------------- 1 | (page_pre_class)= 2 | # Before the first class 3 | 4 | There are several things you'll need to do at the start of the course to get set up with all the technology, accounts, and services we'll be using. 5 | I've split these tasks up into several chunks so it's a bit more manageable. 6 | 7 | ```{include} bits/03_canvas_login.md 8 | ``` 9 | 10 | ```{include} bits/04_github.md 11 | ``` 12 | 13 | ```{include} bits/05_gradescope.md 14 | ``` 15 | 16 | ```{include} bits/06_course_survey.md 17 | ``` 18 | 19 | ```{include} bits/07_take_a_break.md 20 | ``` -------------------------------------------------------------------------------- /getting-started/tasks2.md: -------------------------------------------------------------------------------- 1 | (page_post_class)= 2 | # After the First Class 3 | 4 | There are several things you'll need to do at the start of the course to get set up with all the technology, accounts, and services we'll be using. 5 | I've split these tasks up into several chunks so it's a bit more manageable. 6 | 7 | ```{include} bits/08_join_ed_discussion.md 8 | ``` 9 | 10 | ```{include} bits/09_read_unsyllabus.md 11 | ``` 12 | 13 | ```{include} bits/10_lab_location.md 14 | ``` 15 | 16 | ```{include} bits/11_setup_computer.md 17 | ``` 18 | 19 | -------------------------------------------------------------------------------- /getting-started/tasks3.md: -------------------------------------------------------------------------------- 1 | (page_first_week)= 2 | # In the first week 3 | 4 | There are several things you'll need to do at the start of the course to get set up with all the technology, accounts, and services we'll be using. 5 | I've split these tasks up into several chunks so it's a bit more manageable. 6 | 7 | ```{include} bits/12_course_pattern.md 8 | ``` 9 | 10 | ```{include} bits/13_first_learninglog.md 11 | ``` -------------------------------------------------------------------------------- /images/Canvas_login.gif: -------------------------------------------------------------------------------- https://raw.githubusercontent.com/firasm/jupyterbook_course_template/50c418e156fb13aa64d325bd77b4175c8ab4f78a/images/Canvas_login.gif -------------------------------------------------------------------------------- /images/EdDiscussion.gif: -------------------------------------------------------------------------------- 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-------------------------------------------------------------------------------- https://raw.githubusercontent.com/firasm/jupyterbook_course_template/50c418e156fb13aa64d325bd77b4175c8ab4f78a/images/work.png -------------------------------------------------------------------------------- /notes/demo01/demo01_summary.md: -------------------------------------------------------------------------------- 1 | (page_topic1_demo)= 2 | Week 1 3 | ======================= 4 | 5 | This week we will be doing course introductions, I will be showing you how to navigate the course website, and how the course is set up. 6 | In terms of content, we will use this week to do a math diagnostic, get everyone access to the textbook and homework system, and understand the syllabus. 7 | 8 | ## Course Introductions! 9 | 10 | Hello, my name is Firas Moosvi and I am your instructor for Physics 111! 11 | 12 | ## Navigating the course website 13 | 14 | Live demo... 15 | 16 | ## Navigating Mastering Physics 17 | 18 | ```{tip} 19 | I have added an assignment called "Introduction to Mastering Physics" to help familiarize you with the interface. It is due, but there are no marks associated with it. 20 | ``` -------------------------------------------------------------------------------- /notes/demo01/lecture3.md: -------------------------------------------------------------------------------- 1 | # Introduction to Microsoft Excel 2 | 3 | 4 | 5 | ## Excel file using in lecture. 6 | 7 | You can download the [Excel file used in lecture here](https://github.com/firasm/bits/raw/master/sales.xlsx) 8 | 9 | ## Sli.do Polls 10 | 11 | You can go to [https://sli.do/data530](https://sli.do/data301) in a new tab or use the embedded poll here: 12 | 13 | -------------------------------------------------------------------------------- /notes/demo01/styler.css: -------------------------------------------------------------------------------- 1 | /*.container { width:100% !important; }*/ 2 | 3 | div.prompt {display:none} 4 | 5 | div.output_subarea {max-width:100%} 6 | 7 | /* These below are from the altair_talk css */ 8 | 9 | /* ---------- markdown cells 10 | */ 11 | body.rise-enabled div.inner_cell>div.text_cell_render.rendered_html { 12 | font-size: 100%; 13 | } 14 | 15 | 16 | /* ---------- code blocks inside markdown 17 | i.e. within ``` lines, or 4-space indented 18 | */ 19 | div.inner_cell>div.text_cell_render.rendered_html>pre { 20 | margin: 0px; 21 | } 22 | 23 | /* ----------- code to remove space above markdown headers 24 | */ 25 | div.inner_cell>div.text_cell_render.rendered_html h1 { 26 | margin-top: 0px; 27 | } 28 | div.inner_cell>div.text_cell_render.rendered_html h2 { 29 | margin-top: 0px; 30 | } 31 | div.inner_cell>div.text_cell_render.rendered_html h3 { 32 | margin-top: 0px; 33 | } 34 | div.inner_cell>div.text_cell_render.rendered_html h4 { 35 | margin-top: 0px; 36 | } 37 | 38 | div.inner_cell>div.text_cell_render.rendered_html>pre>code { 39 | font-size: 70%; 40 | } 41 | 42 | /* ---------- tables (from SO) 43 | */ 44 | .rendered_html table, .rendered_html th, .rendered_html tr, .rendered_html td { 45 | font-size: 120%; 46 | } 47 | 48 | /* ---------- Left part of code cells 49 | from this SO answer: https://stackoverflow.com/a/47263575; 50 | /* Narrow the prompts */ 51 | div.prompt_container { 52 | min-width: 5ex; 53 | } 54 | /* Hide prompts altogether for non-conda cells */ 55 | .cell:not(.code_cell) .prompt { 56 | display: none; 57 | } 58 | /* ---------- Width of cells 59 | */ 60 | .container { 61 | width:95% !important; 62 | } 63 | 64 | -------------------------------------------------------------------------------- /notes/demo02/demo02_summary.md: -------------------------------------------------------------------------------- 1 | (page_topic2_demo)= 2 | Week 2 Summary 3 | ======================= 4 | 5 | ## How this course is organized 6 | 7 | Hello students! Welcome to Week 2 - this week we will begin the physics part of our class! 8 | 9 |
10 | 11 |
12 | 13 | ## How to watch flipped lecture videos 14 | 15 |
16 | 17 |
18 | 19 | Optional: [Showing the differences between a Traditional and a Flipped Classroom](https://www.youtube.com/watch?v=yzMFdDT6FSA). 20 | 21 | 22 | ## List of things to do this week 23 | 24 | Below is a list of things you need to do this week, links to where you can do them, as well as roughly the order you should do it. 25 | Note that these are just SUGGESTIONS and you are by no means required to them this way. 26 | I have put the labs at the end, but if your lab section is earlier in the week, you may want to shift things around. 27 | 28 | 29 | 30 | 31 | 32 | 33 | 34 | 35 | ```{tip} 36 | Normally the homework for this week would be due by Thursday at 18:00, but this week because there are/were textbook issues, I have extended this to next Thursday () 37 | ``` 38 | 39 | 40 | 41 | 42 | 43 | 44 | -------------------------------------------------------------------------------- /notes/demo02/homework.md: -------------------------------------------------------------------------------- 1 | # Homework 2 | 3 | ````{card} 4 | 5 | This week the homework assignment is on Chapter 3, and is posted on Mastering physics. 6 | 7 | ```{button-link} https://portal.mypearson.com 8 | Mastering Physics 9 | 10 | ``` 11 | ```` -------------------------------------------------------------------------------- /notes/demo02/lab.md: -------------------------------------------------------------------------------- 1 | # Lab 2 | 3 | ````{card} 4 | 5 | The lab details are posted on the lab course. 6 | 7 | ```{button-link} https://canvas.ubc.ca/courses/66799 8 | Physics 111 Lab Course 9 | :type: url 10 | :classes: btn-outline-primary btn-block stretched-link text-dark 11 | ``` 12 | ```` -------------------------------------------------------------------------------- /notes/demo02/learninglogs.md: -------------------------------------------------------------------------------- 1 | # Learning Logs 2 | 3 | This week's learning log assignment is now posted on Canvas: 4 | 5 | https://canvas.ubc.ca/courses/63995/quizzes/255367 6 | 7 | ````{card} 8 | 9 | This week's learning log assignment is now posted on Canvas. 10 | 11 | ```{button-link} https://canvas.ubc.ca/courses/63995/quizzes/255367 12 | Learning Log #1 13 | :type: url 14 | :classes: btn-outline-primary btn-block stretched-link text-dark 15 | ``` 16 | ```` 17 | -------------------------------------------------------------------------------- /notes/demo02/readings.md: -------------------------------------------------------------------------------- 1 | # Readings 2 | 3 | This week the readings assignments are: 4 | 5 | 6 | 7 | ````{card} 8 | 9 | If you have access to the eText, click here to access the eText. 10 | 11 | ```{button-link} https://portal.mypearson.com 12 | Pearson eText 13 | :type: url 14 | :classes: btn-outline-warning btn-block stretched-link text-dark 15 | ``` 16 | ```` -------------------------------------------------------------------------------- /notes/demo02/test.md: -------------------------------------------------------------------------------- 1 | # Test 1 2 | 3 | ````{card} 4 | 5 | This week you will have your first Test, and it will mostly be on the contents of Chapter 2 and 3. 6 | Remember that Test 1 will be available starting at Thursday at 6:00 PM PDT and will remain available until Saturday at 6:00 PM. 7 | You will have 60 minutes to complete the test. 8 | 9 | ```{button-link} https://canvas.ubc.ca/courses/63995/assignments 10 | Test 1 on Canvas 11 | 12 | ``` 13 | ```` -------------------------------------------------------------------------------- /notes/demo03/demo03_summary.md: -------------------------------------------------------------------------------- 1 | # Readings 2 | 3 | This week we will discuss the famous Hamlet soliloquy, also known as Act III Scene I. 4 | Your task is to annotate the words with your commentary, and come to class ready to discuss and act out this scene in your interpretation. 5 | 6 | > To be, or not to be: that is the question: 7 | > 8 | > Whether 'tis nobler in the mind to suffer 9 | > 10 | > The slings and arrows of outrageous fortune, 11 | > 12 | > Or to take arms against a sea of troubles, 13 | > 14 | > And by opposing end them? To die: to sleep; 15 | > 16 | > No more; and by a sleep to say we end 17 | > 18 | > The heart-ache and the thousand natural shocks 19 | > 20 | > That flesh is heir to, 'tis a consummation 21 | > 22 | > Devoutly to be wish'd. To die, to sleep; 23 | > 24 | > To sleep: perchance to dream: ay, there's the rub; 25 | > 26 | > For in that sleep of death what dreams may come 27 | > 28 | > When we have shuffled off this mortal coil, 29 | > 30 | > Must give us pause: there's the respect 31 | > 32 | > That makes calamity of so long life; 33 | > 34 | > For who would bear the whips and scorns of time, 35 | > 36 | > The oppressor's wrong, the proud man's contumely, 37 | > 38 | > The pangs of despised love, the law's delay, 39 | > 40 | > The insolence of office and the spurns 41 | > 42 | > That patient merit of the unworthy takes, 43 | > 44 | > When he himself might his quietus make 45 | > 46 | > With a bare bodkin? who would fardels bear, 47 | > 48 | > To grunt and sweat under a weary life, 49 | > 50 | > But that the dread of something after death, 51 | > 52 | > The undiscover'd country from whose bourn 53 | > 54 | > No traveller returns, puzzles the will 55 | > 56 | > And makes us rather bear those ills we have 57 | > 58 | > Than fly to others that we know not of? 59 | > 60 | > Thus conscience does make cowards of us all; 61 | > 62 | > And thus the native hue of resolution 63 | > 64 | > Is sicklied o'er with the pale cast of thought, 65 | > 66 | > And enterprises of great pith and moment 67 | > 68 | > With this regard their currents turn awry, 69 | > 70 | > And lose the name of action.—Soft you now! 71 | > 72 | > The fair Ophelia! Nymph, in thy orisons 73 | > 74 | > Be all my sins remember'd. 75 | > 76 | 77 | ```{dropdown} Benedict Cumberbatch as Hamlet 78 | :class-container: sd-shadow-lg 79 | :color: primary 80 | 81 |
82 | 83 |
84 | ``` 85 | 86 | ```{dropdown} Mel Gibson as Hamlet 87 | :class-container: sd-shadow-lg 88 | :color: primary 89 |
90 | 91 |
92 | ``` -------------------------------------------------------------------------------- /notes/demo04/demo04_summary.md: -------------------------------------------------------------------------------- 1 | # Lecture 2 | 3 | This week in the lecture we will go through the following worksheet and clicker questions. 4 | 5 | ## Video on Drawing Lewis Structures 6 | 7 |
8 | 9 |
10 | 11 | ## PhET Simulation 12 | 13 | 14 | 15 | ## Drawing Molecules with MarvinJS 16 | 17 | More [details about MarvinJS here](https://chemaxon.com/products/marvin-js) 18 | 19 | 27 | 28 | ## Math Diagnostic 29 | 30 | ```{tip} 31 | I have added an assignment called "Introduction to Mastering Physics" to help familiarize you with the interface. It is due, but there are no marks associated with it. 32 | ``` 33 | 34 | ## Example videos you should expect to see starting next week 35 | 36 |
37 | 38 |
39 | 40 |
41 | 42 |
-------------------------------------------------------------------------------- /notes/week02/homework.md: -------------------------------------------------------------------------------- 1 | # Homework 2 | 3 | ````{card} 4 | This week the homework assignment is on Chapter 2, and is posted on Mastering physics. 5 | 6 | ```{button-link} https://portal.mypearson.com 7 | Mastering Physics 8 | 9 | ``` 10 | ```` -------------------------------------------------------------------------------- /notes/week02/lab.md: -------------------------------------------------------------------------------- 1 | # Lab 2 | 3 | 4 | ````{card} 5 | 6 | The lab information for this week is in the Physics 111 Lab canvas course... 7 | 8 | ```{button-link} https://canvas.ubc.ca/courses/66799 9 | Physics 111 Lab Canvas 10 | :type: url 11 | :classes: btn-outline-primary btn-block stretched-link text-dark 12 | ``` 13 | ```` -------------------------------------------------------------------------------- /notes/week02/learninglogs.md: -------------------------------------------------------------------------------- 1 | # Learning Logs 2 | 3 | This week's learning log assignment is now posted on Canvas: 4 | 5 | https://canvas.ubc.ca/courses/63995/quizzes/255367 6 | 7 | ````{card} 8 | 9 | This week's learning log assignment is now posted on Canvas. 10 | 11 | ```{button-link} https://canvas.ubc.ca/courses/63995/quizzes/255367 12 | Learning Log #1 13 | :type: url 14 | :classes: btn-outline-primary btn-block stretched-link text-dark 15 | ``` 16 | ```` 17 | -------------------------------------------------------------------------------- /notes/week02/lecture.md: -------------------------------------------------------------------------------- 1 | # Lecture 2 | 3 | This week we will do some a few course-logistics Sli.do questions, and then jump into the diagnostic. 4 | 5 | ## Sli.do Polls 6 | 7 | You can go to [https://sli.do/physics111](https://app.sli.do/event/lk89xpvr/live/polls) in a new tab or use the embedded poll here: 8 | 9 | 10 | 11 | ## Slides from Lecture 12 | 13 | Will be available here after the lecture. 14 | 15 | -------------------------------------------------------------------------------- /notes/week02/readings.md: -------------------------------------------------------------------------------- 1 | # Readings 2 | 3 | This week the readings assignments are listed below: 4 | 5 | 6 | 7 | 18 | 19 | ````{card} 20 | 21 | If you have access to the eText, click here to access the eText. 22 | 23 | ```{button-link} https://portal.mypearson.com 24 | Pearson eText 25 | :type: url 26 | :classes: btn-outline-warning btn-block stretched-link text-dark 27 | ``` 28 | ```` 29 | 30 | ```{dropdown} 31 | :open: 32 |
33 | 34 |
35 | ``` -------------------------------------------------------------------------------- /notes/week02/test.md: -------------------------------------------------------------------------------- 1 | # Test 0 2 | 3 | ````{card} 4 | 5 | This week is your first test - it is NOT for marks, but is not optional. 6 | It will cover the course policies and will be timed to give you practice on how the testing system works. 7 | This test will be open to you after the Week 2 lecture. 8 | 9 | ```{button-link} https://canvas.ubc.ca/courses/63995/quizzes/256495 10 | Test0 is available 11 | 12 | ``` 13 | ```` -------------------------------------------------------------------------------- /notes/week02/week02_summary.md: -------------------------------------------------------------------------------- 1 | (page_topic2)= 2 | Week 2 Summary 3 | ======================= 4 | 5 | ## How this course is organized 6 | 7 | Hello students! Welcome to Week 2 - this week we will begin the physics part of our class! 8 | 9 |
10 | 11 |
12 | 13 | ## How to watch flipped lecture videos 14 | 15 |
16 | 17 |
18 | 19 | Optional: [Showing the differences between a Traditional and a Flipped Classroom](https://www.youtube.com/watch?v=yzMFdDT6FSA). 20 | 21 | 22 | ## List of things to do this week 23 | 24 | Below is a list of things you need to do this week, links to where you can do them, as well as roughly the order you should do it. 25 | Note that these are just SUGGESTIONS and you are by no means required to them this way. 26 | I have put the labs at the end, but if your lab section is earlier in the week, you may want to shift things around. 27 | 28 | 29 | 30 | 31 | 32 | 33 | 34 | 35 | ```{tip} 36 | Normally the homework for this week would be due by Thursday at 18:00, but this week because there are/were textbook issues, I have extended this to next Thursday () 37 | ``` 38 | 39 | 40 | 41 | 42 | 43 | 44 | -------------------------------------------------------------------------------- /notes/week03/homework.md: -------------------------------------------------------------------------------- 1 | # Homework 2 | 3 | ````{card} 4 | 5 | This week the homework assignment is on Chapter 3, and is posted on Mastering physics. 6 | 7 | ```{button-link} https://portal.mypearson.com 8 | Mastering Physics 9 | 10 | ``` 11 | ```` -------------------------------------------------------------------------------- /notes/week03/lab.md: -------------------------------------------------------------------------------- 1 | # Lab 2 | 3 | 4 | ````{card} 5 | 6 | The lab information for this week is in the Physics 111 Lab canvas course... 7 | 8 | ```{button-link} https://canvas.ubc.ca/courses/66799 9 | Physics 111 Lab Canvas 10 | :type: url 11 | :classes: btn-outline-primary btn-block stretched-link text-dark 12 | ``` 13 | ```` -------------------------------------------------------------------------------- /notes/week03/learninglogs.md: -------------------------------------------------------------------------------- 1 | # Learning Logs 2 | 3 | This week's learning log assignment will be posted on Canvas by Thursday. 4 | 5 | Here are the questions you will be asked to answer in the learning logs. 6 | 7 | ## Task 1: Test Reflection 8 | 9 | This week you will have your first real test in Physics 111 ! 10 | I want you to complete this reflection **after** you finish your test so you can reflect on your experience properly. 11 | You will not receive your test grade until after the learning log is due - this is intentional. 12 | 13 | Q1.1 - How did you prepare for the test (your answers are not graded, so there is no need to lie or exaggerate!) ? Answer in one or two sentences. 14 | 15 | Q1.2 - Do you feel that your preparation helped you on the test this week? Answer in one or two sentences. 16 | 17 | Q1.3 - Will you do anything differently (preparation-wise) for the next tests? Answer in one or two sentences. 18 | 19 | Q1.4 - Select a question from the test that you know you got wrong and do ONE of three things: 20 | 21 | A) explain the misconception that you had that caused you to get the question wrong. 22 | 23 | B) solve the question (or one like it) that you got wrong - the exact numbers or the details of the question do not matter, a similar conceptual question is sufficient. You can attach a picture, or write it in text. 24 | 25 | C) You can skip this question if you do not feel like you got a question wrong. 26 | 27 | Q1.5 - Do you plan to take the Bonus-Test next week to improve your mark? Answer in one or two sentences. 28 | 29 | Q1.6 - Is there anything else you want me to know about your test ? Answer in one or two sentences. 30 | 31 | Q1.7 - What score do you think you got on this test? 32 | 33 | ## Task 2: Renew your vows 34 | 35 | Each week, I am asking you to type out the integrity pledge, letter by letter, so you understand how important it is to me that you maintain your academic integrity as you go through this course. 36 | 37 | 38 | 39 | ## Task 3: Well-being check 40 | 41 | One of my goals this year is to help you (as best I can) manage your stress and anxieties by "measuring it" on a weekly basis and intervening or making suggestions during our weekly class meeting. 42 | This is an exciting time for all of you as many of you are starting your undergraduate studies. 43 | With this new excitement, you may be feeling additional stress and anxiety as you learn to manage this new life with its drastic changes, that too in the middle of a pandemic. 44 | In terms of providing support for you as an instructor I’d like for us to measure/rate your anxiety and stress levels - I understand that you may not know what level of stress and/or anxiety is appropriate at this level of your education so feel free to note that! 45 | 46 | Q1: On a scale of 1-10, rate your CURRENT level of anxiety and stress: 47 | 48 | Anxiety: 1-10 49 | Stress: 1-10 50 | 51 | Q2: On a scale of 1-10, rate WHERE DO YOU THINK YOUR level of anxiety and stress SHOULD BE: 52 | 53 | Anxiety: 1-10 54 | Stress: 1-10 55 | 56 | Q3: Is there anything else you would like to tell me? 57 | 58 | [Open Text] 59 | 60 | I’ll do what I can within my role as an instructor, in terms of workload and due dates. 61 | Part of undergraduate life and healthy living is finding ways to manage your stress and anxiety in a manner that is effective for you - this will look different for each person! 62 | If you want to explore additional resources, start with the ones listed at [UBCV Health and wellbeing](https://students.ubc.ca/health) and see if the tips there work for you! 63 | 64 | Finally, remember (from the course syllabus): as I'm sure you're aware, *there is a global pandemic* happening right now and we could all use some extra compassion and humanity. 65 | If you're going through something that is affecting you (course or otherwise), you are always welcome to come and talk to me about it. 66 | If I am not able to help you myself, then I can probably direct you to the right person or resource. 67 | -------------------------------------------------------------------------------- /notes/week03/lecture.md: -------------------------------------------------------------------------------- 1 | # Lecture 2 | 3 | This week we will do go over some key clicker questions from Chapter 2 and 3 in preparation for the test later today. 4 | 5 | ## Sli.do Polls 6 | 7 | You can go to [https://sli.do/physics111](https://app.sli.do/event/lk89xpvr/live/polls) in a new tab or use the embedded poll here: 8 | 9 | 10 | 11 | ## Slides from Lecture 12 | 13 | Will be available here after the lecture. 14 | 15 | -------------------------------------------------------------------------------- /notes/week03/readings.md: -------------------------------------------------------------------------------- 1 | # Readings 2 | 3 | This week the readings assignments are: 4 | 5 | 6 | 7 | ````{card} 8 | 9 | If you have access to the eText, click here to access the eText. 10 | 11 | ```{button-link} https://portal.mypearson.com 12 | Pearson eText 13 | :type: url 14 | :classes: btn-outline-warning btn-block stretched-link text-dark 15 | ``` 16 | ```` -------------------------------------------------------------------------------- /notes/week03/test.md: -------------------------------------------------------------------------------- 1 | # Test 1 2 | 3 | ````{card} 4 | 5 | This week you will have your first Test, and it will mostly be on the contents of Chapter 2 and 3. 6 | Remember that Test 1 will be available starting at Thursday at 6:00 PM PDT and will remain available until Saturday at 6:00 PM. 7 | You will have 60 minutes to complete the test. 8 | 9 | ```{button-link} https://canvas.ubc.ca/courses/63995/assignments 10 | Test 1 on Canvas 11 | 12 | ``` 13 | ```` -------------------------------------------------------------------------------- /notes/week03/week03_summary.md: -------------------------------------------------------------------------------- 1 | (page_topic3)= 2 | Week 3 Summary 3 | ======================= 4 | 5 | ## List of things to do this week 6 | 7 | Below is a list of things you need to do this week, links to where you can do them, as well as roughly the order you should do it. 8 | Note that these are just SUGGESTIONS and you are by no means required to them this way. 9 | I have put the labs at the end, but if your lab section is earlier in the week, you may want to shift things around to accommodate that. 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 | 21 | ```{tip} 22 | Remember that there are two Homework assignments due this week: HW02 (from week2) and HW03 (from week03). 23 | ``` 24 | 25 | 26 | 27 | 28 | 29 | -------------------------------------------------------------------------------- /notes/week04/homework.md: -------------------------------------------------------------------------------- 1 | # Homework 2 | 3 | ````{card} 4 | 5 | This week the homework assignment is on Chapter 2, and is posted on Mastering physics. 6 | 7 | ```{button-link} https://portal.mypearson.com 8 | Mastering Physics 9 | 10 | ``` 11 | ```` -------------------------------------------------------------------------------- /notes/week04/lab.md: -------------------------------------------------------------------------------- 1 | # Lab 2 | 3 | 4 | ````{card} 5 | 6 | The lab information for this week is in the Physics 111 Lab canvas course... 7 | 8 | ```{button-link} https://canvas.ubc.ca/courses/66799 9 | Physics 111 Lab Canvas 10 | :type: url 11 | :classes: btn-outline-primary btn-block stretched-link text-dark 12 | ``` 13 | ```` -------------------------------------------------------------------------------- /notes/week04/learninglogs.md: -------------------------------------------------------------------------------- 1 | # Learning Logs 2 | 3 | This week's learning log assignment will be posted on Canvas by Thursday. 4 | 5 | Here are the questions you will be asked to answer in the learning logs. 6 | 7 | ## Task 1: Formula Sheet 8 | 9 | It is about that time in the course where the number of formulas you have to keep track of is getting large. To help you keep track of the concept and formulas, and to encourage you to reference your own notes during assessments, this week's learning log is about getting you set up with your own formula sheet.  10 | 11 | I have created a template for you below, but you are NOT required to use it! If you already have your own formula sheet and it's working for you, please continue to use it. 12 | 13 | Keep in mind though, that an ideal formula sheet helps you quickly (i.e. at a glance) find the information you need AND help you remember what you need to do with it. I wish someone had told me that during my undergraduate career!  14 | 15 | If you have other/better versions that you'd like to share, be my guest (on Piazza)! Though I suggest you not allow others to *edit* your file. Each person should have their own formula sheet. 16 | 17 | [You can access my template and make a copy for yourself here.](https://docs.google.com/document/d/1H9Vyln44eBsdy4SRx9NFQoIbfuIfmVCQDyr-dUKxPYM/copy) 18 | 19 | ## Task 2: Renew your vows 20 | 21 | Each week, I am asking you to type out the integrity pledge, letter by letter, so you understand how important it is to me that you maintain your academic integrity as you go through this course. 22 | 23 | 24 | 25 | ## Task 3: Well-being check 26 | 27 | One of my goals this year is to help you (as best I can) manage your stress and anxieties by "measuring it" on a weekly basis and intervening or making suggestions during our weekly class meeting. 28 | This is an exciting time for all of you as many of you are starting your undergraduate studies. 29 | With this new excitement, you may be feeling additional stress and anxiety as you learn to manage this new life with its drastic changes, that too in the middle of a pandemic. 30 | In terms of providing support for you as an instructor I’d like for us to measure/rate your anxiety and stress levels - I understand that you may not know what level of stress and/or anxiety is appropriate at this level of your education so feel free to note that! 31 | 32 | Q1: On a scale of 1-10, rate your CURRENT level of anxiety and stress: 33 | 34 | Anxiety: 1-10 35 | Stress: 1-10 36 | 37 | Q2: On a scale of 1-10, rate WHERE DO YOU THINK YOUR level of anxiety and stress SHOULD BE: 38 | 39 | Anxiety: 1-10 40 | Stress: 1-10 41 | 42 | Q3: Is there anything else you would like to tell me? 43 | 44 | [Open Text] 45 | 46 | I’ll do what I can within my role as an instructor, in terms of workload and due dates. 47 | Part of undergraduate life and healthy living is finding ways to manage your stress and anxiety in a manner that is effective for you - this will look different for each person! 48 | If you want to explore additional resources, start with the ones listed at [UBCV Health and wellbeing](https://students.ubc.ca/health) and see if the tips there work for you! 49 | 50 | Finally, remember (from the course syllabus): as I'm sure you're aware, *there is a global pandemic* happening right now and we could all use some extra compassion and humanity. 51 | If you're going through something that is affecting you (course or otherwise), you are always welcome to come and talk to me about it. 52 | If I am not able to help you myself, then I can probably direct you to the right person or resource. -------------------------------------------------------------------------------- /notes/week04/lecture.md: -------------------------------------------------------------------------------- 1 | # Lecture 2 | 3 | This week we will do go over some key clicker questions from Chapter 4 today. 4 | 5 | ## Sli.do Polls 6 | 7 | You can go to [https://sli.do/physics111](https://app.sli.do/event/lk89xpvr/live/polls) in a new tab or use the embedded poll here: 8 | 9 | 10 | 11 | ## Slides from Lecture 12 | 13 | Will be available here after the lecture. 14 | 15 | -------------------------------------------------------------------------------- /notes/week04/readings.md: -------------------------------------------------------------------------------- 1 | # Readings 2 | 3 | This week the readings assignments are listed below: 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | Click the button below to be taken to the Pearson textbook to access the eText 18 | 19 | 20 | ````{card} 21 | 22 | If you have access to the eText, you can go to the eText from here 23 | 24 | ```{button-link} https://portal.mypearson.com 25 | Pearson eText 26 | :type: url 27 | :classes: btn-outline-warning btn-block stretched-link text-dark 28 | ``` 29 | ```` 30 | 31 | -------------------------------------------------------------------------------- /notes/week04/test.md: -------------------------------------------------------------------------------- 1 | # Bonus Test 01 2 | 3 | ````{card} 4 | 5 | This week you will have an opportunity to do Bonus Test 01 on Chapters 2 and 3. The Bonus Test will be available from Thursday at 6 PM to Saturday at 6 PM. 6 | 7 | ```{button-link} https://canvas.ubc.ca/courses/63995 8 | Canvas Assignments 9 | 10 | ``` 11 | ```` -------------------------------------------------------------------------------- /notes/week04/week04_summary.md: -------------------------------------------------------------------------------- 1 | (page_topic4)= 2 | Week 4 Summary 3 | ======================= 4 | 5 | ## List of things to do this week 6 | 7 | Below is a list of things you need to do this week, links to where you can do them, as well as roughly the order you should do it. 8 | Note that these are just SUGGESTIONS and you are by no means required to them this way. 9 | I have put the labs at the end, but if your lab section is earlier in the week, you may want to shift things around to accommodate that. 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 | -------------------------------------------------------------------------------- /notes/week05/homework.md: -------------------------------------------------------------------------------- 1 | # Homework 2 | 3 | ````{card} 4 | 5 | This week the homework assignment is on Chapter 5, and is posted on Mastering physics. 6 | 7 | ```{button-link} https://portal.mypearson.com 8 | Mastering Physics 9 | 10 | ``` 11 | ```` -------------------------------------------------------------------------------- /notes/week05/lab.md: -------------------------------------------------------------------------------- 1 | # Lab 2 | 3 | 4 | ````{card} 5 | 6 | The lab information for this week is in the Physics 111 Lab canvas course... 7 | 8 | ```{button-link} https://canvas.ubc.ca/courses/66799 9 | Physics 111 Lab Canvas 10 | :type: url 11 | :classes: btn-outline-primary btn-block stretched-link text-dark 12 | ``` 13 | ```` -------------------------------------------------------------------------------- /notes/week05/learninglogs.md: -------------------------------------------------------------------------------- 1 | # Learning Logs 2 | 3 | This week's learning log assignment will be posted on Canvas by Thursday. 4 | 5 | Here are the questions you will be asked to answer in the learning logs. 6 | 7 | ## Task 1: Formula Sheet 8 | 9 | It is about that time in the course where the number of formulas you have to keep track of is getting large. To help you keep track of the concept and formulas, and to encourage you to reference your own notes during assessments, this week's learning log is about getting you set up with your own formula sheet.  10 | 11 | I have created a template for you below, but you are NOT required to use it! If you already have your own formula sheet and it's working for you, please continue to use it. 12 | 13 | Keep in mind though, that an ideal formula sheet helps you quickly (i.e. at a glance) find the information you need AND help you remember what you need to do with it. I wish someone had told me that during my undergraduate career!  14 | 15 | If you have other/better versions that you'd like to share, be my guest (on Piazza)! Though I suggest you not allow others to *edit* your file. Each person should have their own formula sheet. 16 | 17 | [You can access my template and make a copy for yourself here.](https://docs.google.com/document/d/1H9Vyln44eBsdy4SRx9NFQoIbfuIfmVCQDyr-dUKxPYM/copy) 18 | 19 | ## Task 2: Renew your vows 20 | 21 | Each week, I am asking you to type out the integrity pledge, letter by letter, so you understand how important it is to me that you maintain your academic integrity as you go through this course. 22 | 23 | 24 | 25 | ## Task 3: Well-being check 26 | 27 | One of my goals this year is to help you (as best I can) manage your stress and anxieties by "measuring it" on a weekly basis and intervening or making suggestions during our weekly class meeting. 28 | This is an exciting time for all of you as many of you are starting your undergraduate studies. 29 | With this new excitement, you may be feeling additional stress and anxiety as you learn to manage this new life with its drastic changes, that too in the middle of a pandemic. 30 | In terms of providing support for you as an instructor I’d like for us to measure/rate your anxiety and stress levels - I understand that you may not know what level of stress and/or anxiety is appropriate at this level of your education so feel free to note that! 31 | 32 | Q1: On a scale of 1-10, rate your CURRENT level of anxiety and stress: 33 | 34 | Anxiety: 1-10 35 | Stress: 1-10 36 | 37 | Q2: On a scale of 1-10, rate WHERE DO YOU THINK YOUR level of anxiety and stress SHOULD BE: 38 | 39 | Anxiety: 1-10 40 | Stress: 1-10 41 | 42 | Q3: Is there anything else you would like to tell me? 43 | 44 | [Open Text] 45 | 46 | I’ll do what I can within my role as an instructor, in terms of workload and due dates. 47 | Part of undergraduate life and healthy living is finding ways to manage your stress and anxiety in a manner that is effective for you - this will look different for each person! 48 | If you want to explore additional resources, start with the ones listed at [UBCV Health and wellbeing](https://students.ubc.ca/health) and see if the tips there work for you! 49 | 50 | Finally, remember (from the course syllabus): as I'm sure you're aware, *there is a global pandemic* happening right now and we could all use some extra compassion and humanity. 51 | If you're going through something that is affecting you (course or otherwise), you are always welcome to come and talk to me about it. 52 | If I am not able to help you myself, then I can probably direct you to the right person or resource. -------------------------------------------------------------------------------- /notes/week05/lecture.md: -------------------------------------------------------------------------------- 1 | # Lecture 2 | 3 | This week we will do go over some key clicker questions from Chapter 5 today. 4 | 5 | ## Sli.do Polls 6 | 7 | You can go to [https://sli.do/physics111](https://app.sli.do/event/lk89xpvr/live/polls) in a new tab or use the embedded poll here: 8 | 9 | 10 | 11 | ## Slides from Lecture 12 | 13 | Slides are available now, questions with answers will be available here after the lecture. 14 | 15 | -------------------------------------------------------------------------------- /notes/week05/readings.md: -------------------------------------------------------------------------------- 1 | # Readings 2 | 3 | This week the readings assignments are listed below: 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | Click the button below to be taken to the Pearson textbook to access the eText 20 | 21 | 22 | ````{card} 23 | 24 | If you have access to the eText, you can go to the eText from here 25 | 26 | ```{button-link} https://portal.mypearson.com 27 | Pearson eText 28 | :type: url 29 | :classes: btn-outline-warning btn-block stretched-link text-dark 30 | ``` 31 | ```` 32 | 33 | -------------------------------------------------------------------------------- /notes/week05/test.md: -------------------------------------------------------------------------------- 1 | # Test 2 | 3 | ````{card} 4 | 5 | This week will be Test 2, which will be on the contents of Chapter 4 and 5. 6 | 7 | ```{button-link} https://canvas.ubc.ca 8 | Canvas 9 | 10 | ``` 11 | ```` -------------------------------------------------------------------------------- /notes/week05/week05_summary.md: -------------------------------------------------------------------------------- 1 | (page_topic5)= 2 | Week 5 Summary 3 | ======================= 4 | 5 | ## List of things to do this week 6 | 7 | Below is a list of things you need to do this week, links to where you can do them, as well as roughly the order you should do it. 8 | Note that these are just SUGGESTIONS and you are by no means required to them this way. 9 | I have put the labs at the end, but if your lab section is earlier in the week, you may want to shift things around to accommodate that. 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 | -------------------------------------------------------------------------------- /notes/week06/week06_summary.md: -------------------------------------------------------------------------------- 1 | (page_topic6)= 2 | Week 6 Summary 3 | ======================= 4 | 5 | This week there is no new content (except for your lab) in this course. 6 | This week, you'll have an opportunity to catch your breath and catch up on anything from the last few weeks that you didn't have time to grasp or go through. 7 | This may include test questions, missed homework questions, videos that you didn't watch, readings you didn't do, or anything else. 8 | Though you don't *have to* use this break for Physics work, I encourage you to make sure you are actually caught up before re-purposing that time for other courses. 9 | That being said, I understand it's midterm season so I'm sure you'll have plenty of things to fill your time with. 10 | 11 | 12 | ```{dropdown} Portal 13 | :class-container: sd-shadow-lg 14 | :color: primary 15 | :open: 16 | 17 |
18 | 19 |
20 | 21 | [Link to the game](https://store.steampowered.com/app/400/Portal) 22 | ``` -------------------------------------------------------------------------------- /notes/week07/homework.md: -------------------------------------------------------------------------------- 1 | # Homework 2 | 3 | ````{card} 4 | 5 | This week the homework assignment is on Chapter 6, and is posted on Mastering physics. 6 | 7 | ```{button-link} https://portal.mypearson.com 8 | Mastering Physics 9 | 10 | ``` 11 | ```` -------------------------------------------------------------------------------- /notes/week07/lab.md: -------------------------------------------------------------------------------- 1 | # Lab 2 | 3 | 4 | ````{card} 5 | 6 | The lab information for this week is in the Physics 111 Lab canvas course... 7 | 8 | ```{button-link} https://canvas.ubc.ca/courses/66799 9 | Physics 111 Lab Canvas 10 | :type: url 11 | :classes: btn-outline-primary btn-block stretched-link text-dark 12 | ``` 13 | ```` -------------------------------------------------------------------------------- /notes/week07/learninglogs.md: -------------------------------------------------------------------------------- 1 | # Learning Logs 2 | 3 | This week's learning log assignment will be posted on Canvas by Thursday. 4 | 5 | Here are the questions you will be asked to answer in the learning logs. 6 | 7 | ## Task 1: Formula Sheet 8 | 9 | It is about that time in the course where the number of formulas you have to keep track of is getting large. To help you keep track of the concept and formulas, and to encourage you to reference your own notes during assessments, this week's learning log is about getting you set up with your own formula sheet.  10 | 11 | I have created a template for you below, but you are NOT required to use it! If you already have your own formula sheet and it's working for you, please continue to use it. 12 | 13 | Keep in mind though, that an ideal formula sheet helps you quickly (i.e. at a glance) find the information you need AND help you remember what you need to do with it. I wish someone had told me that during my undergraduate career!  14 | 15 | If you have other/better versions that you'd like to share, be my guest (on Piazza)! Though I suggest you not allow others to *edit* your file. Each person should have their own formula sheet. 16 | 17 | [You can access my template and make a copy for yourself here.](https://docs.google.com/document/d/1H9Vyln44eBsdy4SRx9NFQoIbfuIfmVCQDyr-dUKxPYM/copy) 18 | 19 | ## Task 2: Renew your vows 20 | 21 | Each week, I am asking you to type out the integrity pledge, letter by letter, so you understand how important it is to me that you maintain your academic integrity as you go through this course. 22 | 23 | 24 | 25 | ## Task 3: Well-being check 26 | 27 | One of my goals this year is to help you (as best I can) manage your stress and anxieties by "measuring it" on a weekly basis and intervening or making suggestions during our weekly class meeting. 28 | This is an exciting time for all of you as many of you are starting your undergraduate studies. 29 | With this new excitement, you may be feeling additional stress and anxiety as you learn to manage this new life with its drastic changes, that too in the middle of a pandemic. 30 | In terms of providing support for you as an instructor I’d like for us to measure/rate your anxiety and stress levels - I understand that you may not know what level of stress and/or anxiety is appropriate at this level of your education so feel free to note that! 31 | 32 | Q1: On a scale of 1-10, rate your CURRENT level of anxiety and stress: 33 | 34 | Anxiety: 1-10 35 | Stress: 1-10 36 | 37 | Q2: On a scale of 1-10, rate WHERE DO YOU THINK YOUR level of anxiety and stress SHOULD BE: 38 | 39 | Anxiety: 1-10 40 | Stress: 1-10 41 | 42 | Q3: Is there anything else you would like to tell me? 43 | 44 | [Open Text] 45 | 46 | I’ll do what I can within my role as an instructor, in terms of workload and due dates. 47 | Part of undergraduate life and healthy living is finding ways to manage your stress and anxiety in a manner that is effective for you - this will look different for each person! 48 | If you want to explore additional resources, start with the ones listed at [UBCV Health and wellbeing](https://students.ubc.ca/health) and see if the tips there work for you! 49 | 50 | Finally, remember (from the course syllabus): as I'm sure you're aware, *there is a global pandemic* happening right now and we could all use some extra compassion and humanity. 51 | If you're going through something that is affecting you (course or otherwise), you are always welcome to come and talk to me about it. 52 | If I am not able to help you myself, then I can probably direct you to the right person or resource. -------------------------------------------------------------------------------- /notes/week07/lecture.md: -------------------------------------------------------------------------------- 1 | # Lecture 2 | 3 | This week we will do go over some key clicker questions from Chapter 6. 4 | 5 | ## Sli.do Polls 6 | 7 | You can go to [https://sli.do/physics111](https://app.sli.do/event/lk89xpvr/live/polls) in a new tab or use the embedded poll here: 8 | 9 | 10 | 11 | ## Slides from Lecture 12 | 13 | Slides are available now, questions with answers will be available here after the lecture. 14 | 15 | -------------------------------------------------------------------------------- /notes/week07/readings.md: -------------------------------------------------------------------------------- 1 | # Readings 2 | 3 | This week the readings assignments are listed below: 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | Click the button below to be taken to the Pearson textbook to access the eText 18 | 19 | 20 | ````{card} 21 | 22 | If you have access to the eText, you can go to the eText from here 23 | 24 | ```{button-link} https://portal.mypearson.com 25 | Pearson eText 26 | :type: url 27 | :classes: btn-outline-warning btn-block stretched-link text-dark 28 | ``` 29 | ```` 30 | 31 | -------------------------------------------------------------------------------- /notes/week07/test.md: -------------------------------------------------------------------------------- 1 | # Test 2 | 3 | ````{card} 4 | 5 | This week is Bonus Test 2, and it will mostly be on the contents of Chapter 4 and 5. 6 | 7 | ```{button-link} https://canvas.ubc.ca 8 | Canvas 9 | 10 | ``` 11 | ```` -------------------------------------------------------------------------------- /notes/week07/week07_summary.md: -------------------------------------------------------------------------------- 1 | (page_topic7)= 2 | Week 7 Summary 3 | ======================= 4 | 5 | ## List of things to do this week 6 | 7 | Below is a list of things you need to do this week, links to where you can do them, as well as roughly the order you should do it. 8 | Note that these are just SUGGESTIONS and you are by no means required to them this way. 9 | I have put the labs at the end, but if your lab section is earlier in the week, you may want to shift things around to accommodate that. 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 | -------------------------------------------------------------------------------- /notes/week08/homework.md: -------------------------------------------------------------------------------- 1 | # Homework 2 | 3 | ````{card} 4 | 5 | This week the homework assignment is on Chapter 7, and is posted on Mastering physics. 6 | 7 | ```{button-link} https://portal.mypearson.com 8 | Mastering Physics 9 | 10 | ``` 11 | ```` -------------------------------------------------------------------------------- /notes/week08/lab.md: -------------------------------------------------------------------------------- 1 | # Lab 2 | 3 | 4 | ````{card} 5 | 6 | The lab information for this week is in the Physics 111 Lab canvas course... 7 | 8 | ```{button-link} https://canvas.ubc.ca/courses/66799 9 | Physics 111 Lab Canvas 10 | :type: url 11 | :classes: btn-outline-primary btn-block stretched-link text-dark 12 | ``` 13 | ```` -------------------------------------------------------------------------------- /notes/week08/learninglogs.md: -------------------------------------------------------------------------------- 1 | # Learning Logs 2 | 3 | This week's learning log assignment will be posted on Canvas by Thursday. 4 | 5 | Here are the questions you will be asked to answer in the learning logs. 6 | 7 | ## Task 1: Formula Sheet 8 | 9 | It is about that time in the course where the number of formulas you have to keep track of is getting large. To help you keep track of the concept and formulas, and to encourage you to reference your own notes during assessments, this week's learning log is about getting you set up with your own formula sheet.  10 | 11 | I have created a template for you below, but you are NOT required to use it! If you already have your own formula sheet and it's working for you, please continue to use it. 12 | 13 | Keep in mind though, that an ideal formula sheet helps you quickly (i.e. at a glance) find the information you need AND help you remember what you need to do with it. I wish someone had told me that during my undergraduate career!  14 | 15 | If you have other/better versions that you'd like to share, be my guest (on Piazza)! Though I suggest you not allow others to *edit* your file. Each person should have their own formula sheet. 16 | 17 | [You can access my template and make a copy for yourself here.](https://docs.google.com/document/d/1H9Vyln44eBsdy4SRx9NFQoIbfuIfmVCQDyr-dUKxPYM/copy) 18 | 19 | ## Task 2: Renew your vows 20 | 21 | Each week, I am asking you to type out the integrity pledge, letter by letter, so you understand how important it is to me that you maintain your academic integrity as you go through this course. 22 | 23 | 24 | 25 | ## Task 3: Well-being check 26 | 27 | One of my goals this year is to help you (as best I can) manage your stress and anxieties by "measuring it" on a weekly basis and intervening or making suggestions during our weekly class meeting. 28 | This is an exciting time for all of you as many of you are starting your undergraduate studies. 29 | With this new excitement, you may be feeling additional stress and anxiety as you learn to manage this new life with its drastic changes, that too in the middle of a pandemic. 30 | In terms of providing support for you as an instructor I’d like for us to measure/rate your anxiety and stress levels - I understand that you may not know what level of stress and/or anxiety is appropriate at this level of your education so feel free to note that! 31 | 32 | Q1: On a scale of 1-10, rate your CURRENT level of anxiety and stress: 33 | 34 | Anxiety: 1-10 35 | Stress: 1-10 36 | 37 | Q2: On a scale of 1-10, rate WHERE DO YOU THINK YOUR level of anxiety and stress SHOULD BE: 38 | 39 | Anxiety: 1-10 40 | Stress: 1-10 41 | 42 | Q3: Is there anything else you would like to tell me? 43 | 44 | [Open Text] 45 | 46 | I’ll do what I can within my role as an instructor, in terms of workload and due dates. 47 | Part of undergraduate life and healthy living is finding ways to manage your stress and anxiety in a manner that is effective for you - this will look different for each person! 48 | If you want to explore additional resources, start with the ones listed at [UBCV Health and wellbeing](https://students.ubc.ca/health) and see if the tips there work for you! 49 | 50 | Finally, remember (from the course syllabus): as I'm sure you're aware, *there is a global pandemic* happening right now and we could all use some extra compassion and humanity. 51 | If you're going through something that is affecting you (course or otherwise), you are always welcome to come and talk to me about it. 52 | If I am not able to help you myself, then I can probably direct you to the right person or resource. -------------------------------------------------------------------------------- /notes/week08/lecture.md: -------------------------------------------------------------------------------- 1 | # Lecture 2 | 3 | This week we will do go over some key clicker questions from Chapter 7. 4 | 5 | ## Sli.do Polls 6 | 7 | You can go to [https://sli.do/physics111](https://app.sli.do/event/lk89xpvr/live/polls) in a new tab or use the embedded poll here: 8 | 9 | 10 | 11 | ## Slides from Lecture 12 | 13 | Slides are available now, questions with answers will be available here after the lecture. 14 | 15 | -------------------------------------------------------------------------------- /notes/week08/readings.md: -------------------------------------------------------------------------------- 1 | # Readings 2 | 3 | This week the readings assignments are listed below: 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | Click the button below to be taken to the Pearson textbook to access the eText 16 | 17 | 18 | ````{card} 19 | 20 | If you have access to the eText, you can go to the eText from here 21 | 22 | ```{button-link} https://portal.mypearson.com 23 | Pearson eText 24 | :type: url 25 | :classes: btn-outline-warning btn-block stretched-link text-dark 26 | ``` 27 | ```` 28 | 29 | -------------------------------------------------------------------------------- /notes/week08/test.md: -------------------------------------------------------------------------------- 1 | # Test 2 | 3 | ````{card} 4 | 5 | This week is a Test, and it will mostly be on the contents of Chapter 6 and 7. 6 | 7 | ```{button-link} https://canvas.ubc.ca 8 | Canvas 9 | 10 | ``` 11 | ```` -------------------------------------------------------------------------------- /notes/week08/week08_summary.md: -------------------------------------------------------------------------------- 1 | (page_topic8)= 2 | Week 8 Summary 3 | ======================= 4 | 5 | ## List of things to do this week 6 | 7 | Below is a list of things you need to do this week, links to where you can do them, as well as roughly the order you should do it. 8 | Note that these are just SUGGESTIONS and you are by no means required to them this way. 9 | I have put the labs at the end, but if your lab section is earlier in the week, you may want to shift things around to accommodate that. 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 | -------------------------------------------------------------------------------- /notes/week09/homework.md: -------------------------------------------------------------------------------- 1 | # Homework 2 | 3 | ````{card} 4 | 5 | This week the homework assignment is on Chapter 8, and is posted on Mastering physics. 6 | 7 | ```{button-link} https://portal.mypearson.com 8 | Mastering Physics 9 | 10 | ``` 11 | ```` -------------------------------------------------------------------------------- /notes/week09/lab.md: -------------------------------------------------------------------------------- 1 | # Lab 2 | 3 | 4 | ````{card} 5 | 6 | The lab information for this week is in the Physics 111 Lab canvas course... 7 | 8 | ```{button-link} https://canvas.ubc.ca/courses/66799 9 | Physics 111 Lab Canvas 10 | :type: url 11 | :classes: btn-outline-primary btn-block stretched-link text-dark 12 | ``` 13 | ```` -------------------------------------------------------------------------------- /notes/week09/learninglogs.md: -------------------------------------------------------------------------------- 1 | # Learning Logs 2 | 3 | This week's learning log assignment will be posted on Canvas by Thursday. 4 | 5 | Here are the questions you will be asked to answer in the learning logs. 6 | 7 | ## Task 1: Formula Sheet 8 | 9 | It is about that time in the course where the number of formulas you have to keep track of is getting large. To help you keep track of the concept and formulas, and to encourage you to reference your own notes during assessments, this week's learning log is about getting you set up with your own formula sheet.  10 | 11 | I have created a template for you below, but you are NOT required to use it! If you already have your own formula sheet and it's working for you, please continue to use it. 12 | 13 | Keep in mind though, that an ideal formula sheet helps you quickly (i.e. at a glance) find the information you need AND help you remember what you need to do with it. I wish someone had told me that during my undergraduate career!  14 | 15 | If you have other/better versions that you'd like to share, be my guest (on Piazza)! Though I suggest you not allow others to *edit* your file. Each person should have their own formula sheet. 16 | 17 | [You can access my template and make a copy for yourself here.](https://docs.google.com/document/d/1H9Vyln44eBsdy4SRx9NFQoIbfuIfmVCQDyr-dUKxPYM/copy) 18 | 19 | ## Task 2: Renew your vows 20 | 21 | Each week, I am asking you to type out the integrity pledge, letter by letter, so you understand how important it is to me that you maintain your academic integrity as you go through this course. 22 | 23 | 24 | 25 | ## Task 3: Well-being check 26 | 27 | One of my goals this year is to help you (as best I can) manage your stress and anxieties by "measuring it" on a weekly basis and intervening or making suggestions during our weekly class meeting. 28 | This is an exciting time for all of you as many of you are starting your undergraduate studies. 29 | With this new excitement, you may be feeling additional stress and anxiety as you learn to manage this new life with its drastic changes, that too in the middle of a pandemic. 30 | In terms of providing support for you as an instructor I’d like for us to measure/rate your anxiety and stress levels - I understand that you may not know what level of stress and/or anxiety is appropriate at this level of your education so feel free to note that! 31 | 32 | Q1: On a scale of 1-10, rate your CURRENT level of anxiety and stress: 33 | 34 | Anxiety: 1-10 35 | Stress: 1-10 36 | 37 | Q2: On a scale of 1-10, rate WHERE DO YOU THINK YOUR level of anxiety and stress SHOULD BE: 38 | 39 | Anxiety: 1-10 40 | Stress: 1-10 41 | 42 | Q3: Is there anything else you would like to tell me? 43 | 44 | [Open Text] 45 | 46 | I’ll do what I can within my role as an instructor, in terms of workload and due dates. 47 | Part of undergraduate life and healthy living is finding ways to manage your stress and anxiety in a manner that is effective for you - this will look different for each person! 48 | If you want to explore additional resources, start with the ones listed at [UBCV Health and wellbeing](https://students.ubc.ca/health) and see if the tips there work for you! 49 | 50 | Finally, remember (from the course syllabus): as I'm sure you're aware, *there is a global pandemic* happening right now and we could all use some extra compassion and humanity. 51 | If you're going through something that is affecting you (course or otherwise), you are always welcome to come and talk to me about it. 52 | If I am not able to help you myself, then I can probably direct you to the right person or resource. -------------------------------------------------------------------------------- /notes/week09/lecture.md: -------------------------------------------------------------------------------- 1 | # Lecture 2 | 3 | This week we will do go over some key clicker questions from Chapter 8. 4 | 5 | 6 | ## Sli.do Polls 7 | 8 | You can go to [https://sli.do/physics111](https://app.sli.do/event/lk89xpvr/live/polls) in a new tab or use the embedded poll here: 9 | 10 | 11 | 12 | ## Slides from Lecture 13 | 14 | Slides are available now, questions with answers will be available here after the lecture. 15 | 16 | -------------------------------------------------------------------------------- /notes/week09/readings.md: -------------------------------------------------------------------------------- 1 | # Readings 2 | 3 | This week the readings assignments are listed below: 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | Click the button below to be taken to the Pearson textbook to access the eText 16 | 17 | 18 | ````{card} 19 | 20 | If you have access to the eText, you can go to the eText from here 21 | 22 | ```{button-link} https://portal.mypearson.com 23 | Pearson eText 24 | :type: url 25 | :classes: btn-outline-warning btn-block stretched-link text-dark 26 | ``` 27 | ```` 28 | 29 | -------------------------------------------------------------------------------- /notes/week09/test.md: -------------------------------------------------------------------------------- 1 | # Test 2 | 3 | ````{card} 4 | 5 | This week is a Bonus Test, and it will mostly be on the contents of Chapter 6 and 7. 6 | 7 | ```{button-link} https://canvas.ubc.ca 8 | Canvas 9 | 10 | ``` 11 | ```` -------------------------------------------------------------------------------- /notes/week09/week09_summary.md: -------------------------------------------------------------------------------- 1 | (page_topic9)= 2 | Week 9 Summary 3 | ======================= 4 | 5 | ## List of things to do this week 6 | 7 | Below is a list of things you need to do this week, links to where you can do them, as well as roughly the order you should do it. 8 | Note that these are just SUGGESTIONS and you are by no means required to them this way. 9 | I have put the labs at the end, but if your lab section is earlier in the week, you may want to shift things around to accommodate that. 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 | -------------------------------------------------------------------------------- /notes/week10/homework.md: -------------------------------------------------------------------------------- 1 | # Homework 2 | 3 | ````{card} 4 | 5 | This week the homework assignment is on Chapter 9, and is posted on Mastering physics. 6 | 7 | ```{button-link} https://portal.mypearson.com 8 | Mastering Physics 9 | 10 | ``` 11 | ```` -------------------------------------------------------------------------------- /notes/week10/lab.md: -------------------------------------------------------------------------------- 1 | # Lab 2 | 3 | 4 | ````{card} 5 | 6 | The lab information for this week is in the Physics 111 Lab canvas course... 7 | 8 | ```{button-link} https://canvas.ubc.ca/courses/66799 9 | Physics 111 Lab Canvas 10 | :type: url 11 | :classes: btn-outline-primary btn-block stretched-link text-dark 12 | ``` 13 | ```` -------------------------------------------------------------------------------- /notes/week10/learninglogs.md: -------------------------------------------------------------------------------- 1 | # Learning Logs 2 | 3 | This week's learning log assignment will be posted on Canvas by Thursday. 4 | 5 | Here are the questions you will be asked to answer in the learning logs. 6 | 7 | ## Task 1: Formula Sheet 8 | 9 | It is about that time in the course where the number of formulas you have to keep track of is getting large. To help you keep track of the concept and formulas, and to encourage you to reference your own notes during assessments, this week's learning log is about getting you set up with your own formula sheet.  10 | 11 | I have created a template for you below, but you are NOT required to use it! If you already have your own formula sheet and it's working for you, please continue to use it. 12 | 13 | Keep in mind though, that an ideal formula sheet helps you quickly (i.e. at a glance) find the information you need AND help you remember what you need to do with it. I wish someone had told me that during my undergraduate career!  14 | 15 | If you have other/better versions that you'd like to share, be my guest (on Piazza)! Though I suggest you not allow others to *edit* your file. Each person should have their own formula sheet. 16 | 17 | [You can access my template and make a copy for yourself here.](https://docs.google.com/document/d/1H9Vyln44eBsdy4SRx9NFQoIbfuIfmVCQDyr-dUKxPYM/copy) 18 | 19 | ## Task 2: Renew your vows 20 | 21 | Each week, I am asking you to type out the integrity pledge, letter by letter, so you understand how important it is to me that you maintain your academic integrity as you go through this course. 22 | 23 | 24 | 25 | ## Task 3: Well-being check 26 | 27 | One of my goals this year is to help you (as best I can) manage your stress and anxieties by "measuring it" on a weekly basis and intervening or making suggestions during our weekly class meeting. 28 | This is an exciting time for all of you as many of you are starting your undergraduate studies. 29 | With this new excitement, you may be feeling additional stress and anxiety as you learn to manage this new life with its drastic changes, that too in the middle of a pandemic. 30 | In terms of providing support for you as an instructor I’d like for us to measure/rate your anxiety and stress levels - I understand that you may not know what level of stress and/or anxiety is appropriate at this level of your education so feel free to note that! 31 | 32 | Q1: On a scale of 1-10, rate your CURRENT level of anxiety and stress: 33 | 34 | Anxiety: 1-10 35 | Stress: 1-10 36 | 37 | Q2: On a scale of 1-10, rate WHERE DO YOU THINK YOUR level of anxiety and stress SHOULD BE: 38 | 39 | Anxiety: 1-10 40 | Stress: 1-10 41 | 42 | Q3: Is there anything else you would like to tell me? 43 | 44 | [Open Text] 45 | 46 | I’ll do what I can within my role as an instructor, in terms of workload and due dates. 47 | Part of undergraduate life and healthy living is finding ways to manage your stress and anxiety in a manner that is effective for you - this will look different for each person! 48 | If you want to explore additional resources, start with the ones listed at [UBCV Health and wellbeing](https://students.ubc.ca/health) and see if the tips there work for you! 49 | 50 | Finally, remember (from the course syllabus): as I'm sure you're aware, *there is a global pandemic* happening right now and we could all use some extra compassion and humanity. 51 | If you're going through something that is affecting you (course or otherwise), you are always welcome to come and talk to me about it. 52 | If I am not able to help you myself, then I can probably direct you to the right person or resource. -------------------------------------------------------------------------------- /notes/week10/lecture.md: -------------------------------------------------------------------------------- 1 | # Lecture 2 | 3 | This week the lecture is CANCELLED due to the Remembrance Day Holiday. 4 | 5 | There will be an OPTIONAL makeup class on Monday or Tuesday the following week. 6 | It will be recorded. -------------------------------------------------------------------------------- /notes/week10/readings.md: -------------------------------------------------------------------------------- 1 | # Readings 2 | 3 | This week the readings assignments are listed below: 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | Click the button below to be taken to the Pearson textbook to access the eText 18 | 19 | 20 | ````{card} 21 | 22 | If you have access to the eText, you can go to the eText from here 23 | 24 | ```{button-link} https://portal.mypearson.com 25 | Pearson eText 26 | :type: url 27 | :classes: btn-outline-warning btn-block stretched-link text-dark 28 | ``` 29 | ```` 30 | 31 | -------------------------------------------------------------------------------- /notes/week10/test.md: -------------------------------------------------------------------------------- 1 | # Test 2 | 3 | ````{card} 4 | 5 | This week is a Test, and it will mostly be on the contents of Chapter 8 and 9. 6 | 7 | ```{button-link} https://canvas.ubc.ca 8 | Canvas 9 | 10 | ``` 11 | ```` -------------------------------------------------------------------------------- /notes/week10/week10_summary.md: -------------------------------------------------------------------------------- 1 | (page_topic10)= 2 | Week 10 Summary 3 | ======================= 4 | 5 | ## List of things to do this week 6 | 7 | Below is a list of things you need to do this week, links to where you can do them, as well as roughly the order you should do it. 8 | Note that these are just SUGGESTIONS and you are by no means required to them this way. 9 | I have put the labs at the end, but if your lab section is earlier in the week, you may want to shift things around to accommodate that. 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 | -------------------------------------------------------------------------------- /notes/week11/homework.md: -------------------------------------------------------------------------------- 1 | # Homework 2 | 3 | ````{card} 4 | 5 | This week the homework assignment is on Chapter 10, and is posted on Mastering physics. 6 | 7 | ```{button-link} https://portal.mypearson.com 8 | Mastering Physics 9 | 10 | ``` 11 | ```` -------------------------------------------------------------------------------- /notes/week11/lab.md: -------------------------------------------------------------------------------- 1 | # Lab 2 | 3 | 4 | ````{card} 5 | 6 | The lab information for this week is in the Physics 111 Lab canvas course... 7 | 8 | ```{button-link} https://canvas.ubc.ca/courses/66799 9 | Physics 111 Lab Canvas 10 | :type: url 11 | :classes: btn-outline-primary btn-block stretched-link text-dark 12 | ``` 13 | ```` -------------------------------------------------------------------------------- /notes/week11/learninglogs.md: -------------------------------------------------------------------------------- 1 | # Learning Logs 2 | 3 | This week's learning log assignment will be posted on Canvas by Thursday. 4 | 5 | Here are the questions you will be asked to answer in the learning logs. 6 | 7 | ## Task 1: Formula Sheet 8 | 9 | It is about that time in the course where the number of formulas you have to keep track of is getting large. To help you keep track of the concept and formulas, and to encourage you to reference your own notes during assessments, this week's learning log is about getting you set up with your own formula sheet.  10 | 11 | I have created a template for you below, but you are NOT required to use it! If you already have your own formula sheet and it's working for you, please continue to use it. 12 | 13 | Keep in mind though, that an ideal formula sheet helps you quickly (i.e. at a glance) find the information you need AND help you remember what you need to do with it. I wish someone had told me that during my undergraduate career!  14 | 15 | If you have other/better versions that you'd like to share, be my guest (on Piazza)! Though I suggest you not allow others to *edit* your file. Each person should have their own formula sheet. 16 | 17 | [You can access my template and make a copy for yourself here.](https://docs.google.com/document/d/1H9Vyln44eBsdy4SRx9NFQoIbfuIfmVCQDyr-dUKxPYM/copy) 18 | 19 | ## Task 2: Renew your vows 20 | 21 | Each week, I am asking you to type out the integrity pledge, letter by letter, so you understand how important it is to me that you maintain your academic integrity as you go through this course. 22 | 23 | 24 | 25 | ## Task 3: Well-being check 26 | 27 | One of my goals this year is to help you (as best I can) manage your stress and anxieties by "measuring it" on a weekly basis and intervening or making suggestions during our weekly class meeting. 28 | This is an exciting time for all of you as many of you are starting your undergraduate studies. 29 | With this new excitement, you may be feeling additional stress and anxiety as you learn to manage this new life with its drastic changes, that too in the middle of a pandemic. 30 | In terms of providing support for you as an instructor I’d like for us to measure/rate your anxiety and stress levels - I understand that you may not know what level of stress and/or anxiety is appropriate at this level of your education so feel free to note that! 31 | 32 | Q1: On a scale of 1-10, rate your CURRENT level of anxiety and stress: 33 | 34 | Anxiety: 1-10 35 | Stress: 1-10 36 | 37 | Q2: On a scale of 1-10, rate WHERE DO YOU THINK YOUR level of anxiety and stress SHOULD BE: 38 | 39 | Anxiety: 1-10 40 | Stress: 1-10 41 | 42 | Q3: Is there anything else you would like to tell me? 43 | 44 | [Open Text] 45 | 46 | I’ll do what I can within my role as an instructor, in terms of workload and due dates. 47 | Part of undergraduate life and healthy living is finding ways to manage your stress and anxiety in a manner that is effective for you - this will look different for each person! 48 | If you want to explore additional resources, start with the ones listed at [UBCV Health and wellbeing](https://students.ubc.ca/health) and see if the tips there work for you! 49 | 50 | Finally, remember (from the course syllabus): as I'm sure you're aware, *there is a global pandemic* happening right now and we could all use some extra compassion and humanity. 51 | If you're going through something that is affecting you (course or otherwise), you are always welcome to come and talk to me about it. 52 | If I am not able to help you myself, then I can probably direct you to the right person or resource. -------------------------------------------------------------------------------- /notes/week11/lecture.md: -------------------------------------------------------------------------------- 1 | # Lecture 2 | 3 | There are two lectures this week. 4 | ## Lecture 1: Makeup Lecture on Nov. 17, 2020 5 | 6 | This week in the lecture we will go through the following worksheet and clicker questions. 7 | 8 | ## Slides from Lecture 1 9 | 10 | Slides are available now, questions with answers will be available here after the lecture. 11 | 12 | 13 | 14 | ## Lecture 2: Thursday Nov. 19, 2020 15 | 16 | Slides are available now, questions with answers will be available here after the lecture. 17 | 18 | 19 | 20 | 21 | ## Link to final exam practice questions: 22 | 23 | https://people.ok.ubc.ca/jbobowsk/phys111.html -------------------------------------------------------------------------------- /notes/week11/readings.md: -------------------------------------------------------------------------------- 1 | # Readings 2 | 3 | This week the readings assignments are listed below: 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 | 21 | Click the button below to be taken to the Pearson textbook to access the eText 22 | 23 | 24 | ````{card} 25 | 26 | If you have access to the eText, you can go to the eText from here 27 | 28 | ```{button-link} https://portal.mypearson.com 29 | Pearson eText 30 | :type: url 31 | :classes: btn-outline-warning btn-block stretched-link text-dark 32 | ``` 33 | ```` 34 | 35 | -------------------------------------------------------------------------------- /notes/week11/test.md: -------------------------------------------------------------------------------- 1 | # Test 2 | 3 | ````{card} 4 | 5 | This week is a Bonus Test, and it will mostly be on the contents of Chapter 8 and 9. 6 | 7 | ```{button-link} https://canvas.ubc.ca 8 | Canvas 9 | 10 | ``` 11 | ```` -------------------------------------------------------------------------------- /notes/week11/week11_summary.md: -------------------------------------------------------------------------------- 1 | (page_topic11)= 2 | Week 11 Summary 3 | ======================= 4 | 5 | ## List of things to do this week 6 | 7 | Below is a list of things you need to do this week, links to where you can do them, as well as roughly the order you should do it. 8 | Note that these are just SUGGESTIONS and you are by no means required to them this way. 9 | I have put the labs at the end, but if your lab section is earlier in the week, you may want to shift things around to accommodate that. 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 | -------------------------------------------------------------------------------- /notes/week12/homework.md: -------------------------------------------------------------------------------- 1 | # Homework 2 | 3 | ````{card} 4 | 5 | This week the homework assignment is on Chapter 11, and is posted on Mastering physics. 6 | 7 | ```{button-link} https://portal.mypearson.com 8 | Mastering Physics 9 | 10 | ``` 11 | ```` -------------------------------------------------------------------------------- /notes/week12/lab.md: -------------------------------------------------------------------------------- 1 | # Lab 2 | 3 | 4 | ````{card} 5 | 6 | The lab information for this week is in the Physics 111 Lab canvas course... 7 | 8 | ```{button-link} https://canvas.ubc.ca/courses/66799 9 | Physics 111 Lab Canvas 10 | :type: url 11 | :classes: btn-outline-primary btn-block stretched-link text-dark 12 | ``` 13 | ```` -------------------------------------------------------------------------------- /notes/week12/learninglogs.md: -------------------------------------------------------------------------------- 1 | # Learning Logs 2 | 3 | This week's learning log assignment will be posted on Canvas by Thursday. 4 | 5 | Here are the questions you will be asked to answer in the learning logs. 6 | 7 | ## Task 1: Formula Sheet 8 | 9 | It is about that time in the course where the number of formulas you have to keep track of is getting large. To help you keep track of the concept and formulas, and to encourage you to reference your own notes during assessments, this week's learning log is about getting you set up with your own formula sheet.  10 | 11 | I have created a template for you below, but you are NOT required to use it! If you already have your own formula sheet and it's working for you, please continue to use it. 12 | 13 | Keep in mind though, that an ideal formula sheet helps you quickly (i.e. at a glance) find the information you need AND help you remember what you need to do with it. I wish someone had told me that during my undergraduate career!  14 | 15 | If you have other/better versions that you'd like to share, be my guest (on Piazza)! Though I suggest you not allow others to *edit* your file. Each person should have their own formula sheet. 16 | 17 | [You can access my template and make a copy for yourself here.](https://docs.google.com/document/d/1H9Vyln44eBsdy4SRx9NFQoIbfuIfmVCQDyr-dUKxPYM/copy) 18 | 19 | ## Task 2: Renew your vows 20 | 21 | Each week, I am asking you to type out the integrity pledge, letter by letter, so you understand how important it is to me that you maintain your academic integrity as you go through this course. 22 | 23 | 24 | 25 | ## Task 3: Well-being check 26 | 27 | One of my goals this year is to help you (as best I can) manage your stress and anxieties by "measuring it" on a weekly basis and intervening or making suggestions during our weekly class meeting. 28 | This is an exciting time for all of you as many of you are starting your undergraduate studies. 29 | With this new excitement, you may be feeling additional stress and anxiety as you learn to manage this new life with its drastic changes, that too in the middle of a pandemic. 30 | In terms of providing support for you as an instructor I’d like for us to measure/rate your anxiety and stress levels - I understand that you may not know what level of stress and/or anxiety is appropriate at this level of your education so feel free to note that! 31 | 32 | Q1: On a scale of 1-10, rate your CURRENT level of anxiety and stress: 33 | 34 | Anxiety: 1-10 35 | Stress: 1-10 36 | 37 | Q2: On a scale of 1-10, rate WHERE DO YOU THINK YOUR level of anxiety and stress SHOULD BE: 38 | 39 | Anxiety: 1-10 40 | Stress: 1-10 41 | 42 | Q3: Is there anything else you would like to tell me? 43 | 44 | [Open Text] 45 | 46 | I’ll do what I can within my role as an instructor, in terms of workload and due dates. 47 | Part of undergraduate life and healthy living is finding ways to manage your stress and anxiety in a manner that is effective for you - this will look different for each person! 48 | If you want to explore additional resources, start with the ones listed at [UBCV Health and wellbeing](https://students.ubc.ca/health) and see if the tips there work for you! 49 | 50 | Finally, remember (from the course syllabus): as I'm sure you're aware, *there is a global pandemic* happening right now and we could all use some extra compassion and humanity. 51 | If you're going through something that is affecting you (course or otherwise), you are always welcome to come and talk to me about it. 52 | If I am not able to help you myself, then I can probably direct you to the right person or resource. -------------------------------------------------------------------------------- /notes/week12/lecture.md: -------------------------------------------------------------------------------- 1 | # Lecture 2 | 3 | Slides are available now, questions with answers will be available here after the lecture. 4 | 5 | 6 | 7 | 8 | ## Link to final exam practice questions: 9 | 10 | https://people.ok.ubc.ca/jbobowsk/phys111.html -------------------------------------------------------------------------------- /notes/week12/readings.md: -------------------------------------------------------------------------------- 1 | # Readings 2 | 3 | This week the readings assignments are listed below: 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | Click the button below to be taken to the Pearson textbook to access the eText 18 | 19 | ````{card} 20 | 21 | If you have access to the eText, you can go to the eText from here 22 | 23 | ```{button-link} https://portal.mypearson.com 24 | Pearson eText 25 | :type: url 26 | :classes: btn-outline-warning btn-block stretched-link text-dark 27 | ``` 28 | ```` -------------------------------------------------------------------------------- /notes/week12/test.md: -------------------------------------------------------------------------------- 1 | # Test 2 | 3 | ````{card} 4 | 5 | This week is a Test, and it will mostly be on the contents of Chapter 10 and 11. 6 | 7 | ```{button-link} https://canvas.ubc.ca 8 | Canvas 9 | 10 | ``` 11 | ```` -------------------------------------------------------------------------------- /notes/week12/week12_summary.md: -------------------------------------------------------------------------------- 1 | (page_topic12)= 2 | Week 12 Summary 3 | ======================= 4 | 5 | ## List of things to do this week 6 | 7 | Below is a list of things you need to do this week, links to where you can do them, as well as roughly the order you should do it. 8 | Note that these are just SUGGESTIONS and you are by no means required to them this way. 9 | I have put the labs at the end, but if your lab section is earlier in the week, you may want to shift things around to accommodate that. 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 | -------------------------------------------------------------------------------- /notes/week13/homework.md: -------------------------------------------------------------------------------- 1 | # Homework 2 | 3 | ````{card} 4 | 5 | This week is the final week of Physics 111 and will be used for review. There are some extra problems on Mastering Physics. 6 | 7 | ```{button-link} https://portal.mypearson.com 8 | Mastering Physics 9 | 10 | ``` 11 | ```` -------------------------------------------------------------------------------- /notes/week13/lab.md: -------------------------------------------------------------------------------- 1 | # Lab 2 | 3 | 4 | ````{card} 5 | 6 | The lab information for this week is in the Physics 111 Lab canvas course... 7 | 8 | ```{button-link} https://canvas.ubc.ca/courses/66799 9 | Physics 111 Lab Canvas 10 | :type: url 11 | :classes: btn-outline-primary btn-block stretched-link text-dark 12 | ``` 13 | ```` -------------------------------------------------------------------------------- /notes/week13/learninglogs.md: -------------------------------------------------------------------------------- 1 | # Learning Logs 2 | 3 | This week's learning log assignment will be posted on Canvas by Thursday. 4 | 5 | Here are the questions you will be asked to answer in the learning logs. 6 | 7 | ## Task 1: Formula Sheet 8 | 9 | It is about that time in the course where the number of formulas you have to keep track of is getting large. To help you keep track of the concept and formulas, and to encourage you to reference your own notes during assessments, this week's learning log is about getting you set up with your own formula sheet.  10 | 11 | I have created a template for you below, but you are NOT required to use it! If you already have your own formula sheet and it's working for you, please continue to use it. 12 | 13 | Keep in mind though, that an ideal formula sheet helps you quickly (i.e. at a glance) find the information you need AND help you remember what you need to do with it. I wish someone had told me that during my undergraduate career!  14 | 15 | If you have other/better versions that you'd like to share, be my guest (on Piazza)! Though I suggest you not allow others to *edit* your file. Each person should have their own formula sheet. 16 | 17 | [You can access my template and make a copy for yourself here.](https://docs.google.com/document/d/1H9Vyln44eBsdy4SRx9NFQoIbfuIfmVCQDyr-dUKxPYM/copy) 18 | 19 | ## Task 2: Renew your vows 20 | 21 | Each week, I am asking you to type out the integrity pledge, letter by letter, so you understand how important it is to me that you maintain your academic integrity as you go through this course. 22 | 23 | 24 | 25 | ## Task 3: Well-being check 26 | 27 | One of my goals this year is to help you (as best I can) manage your stress and anxieties by "measuring it" on a weekly basis and intervening or making suggestions during our weekly class meeting. 28 | This is an exciting time for all of you as many of you are starting your undergraduate studies. 29 | With this new excitement, you may be feeling additional stress and anxiety as you learn to manage this new life with its drastic changes, that too in the middle of a pandemic. 30 | In terms of providing support for you as an instructor I’d like for us to measure/rate your anxiety and stress levels - I understand that you may not know what level of stress and/or anxiety is appropriate at this level of your education so feel free to note that! 31 | 32 | Q1: On a scale of 1-10, rate your CURRENT level of anxiety and stress: 33 | 34 | Anxiety: 1-10 35 | Stress: 1-10 36 | 37 | Q2: On a scale of 1-10, rate WHERE DO YOU THINK YOUR level of anxiety and stress SHOULD BE: 38 | 39 | Anxiety: 1-10 40 | Stress: 1-10 41 | 42 | Q3: Is there anything else you would like to tell me? 43 | 44 | [Open Text] 45 | 46 | I’ll do what I can within my role as an instructor, in terms of workload and due dates. 47 | Part of undergraduate life and healthy living is finding ways to manage your stress and anxiety in a manner that is effective for you - this will look different for each person! 48 | If you want to explore additional resources, start with the ones listed at [UBCV Health and wellbeing](https://students.ubc.ca/health) and see if the tips there work for you! 49 | 50 | Finally, remember (from the course syllabus): as I'm sure you're aware, *there is a global pandemic* happening right now and we could all use some extra compassion and humanity. 51 | If you're going through something that is affecting you (course or otherwise), you are always welcome to come and talk to me about it. 52 | If I am not able to help you myself, then I can probably direct you to the right person or resource. -------------------------------------------------------------------------------- /notes/week13/lecture.md: -------------------------------------------------------------------------------- 1 | # Lecture 2 | 3 | This week in the lecture we will go through the following worksheet and clicker questions. -------------------------------------------------------------------------------- /notes/week13/readings.md: -------------------------------------------------------------------------------- 1 | # Readings 2 | 3 | No new readings this week! You're done! -------------------------------------------------------------------------------- /notes/week13/test.md: -------------------------------------------------------------------------------- 1 | # Test 2 | 3 | ````{card} 4 | 5 | This week is a Bonus Test, and it will mostly be on the contents of Chapter 10 and 11. 6 | 7 | ```{button-link} https://canvas.ubc.ca 8 | Canvas 9 | 10 | ``` 11 | ```` -------------------------------------------------------------------------------- /notes/week13/videos.md: -------------------------------------------------------------------------------- 1 | # Videos 2 | 3 | No new videos this week! You're done! -------------------------------------------------------------------------------- /notes/week13/week13_summary.md: -------------------------------------------------------------------------------- 1 | (page_topic13)= 2 | Topic 13 3 | ======================= 4 | 5 | Notes about topic 13. -------------------------------------------------------------------------------- /requirements.txt: -------------------------------------------------------------------------------- 1 | docutils==0.17.1 2 | linkify 3 | linkify-it-py 4 | jupyter-book 5 | matplotlib 6 | numpy -------------------------------------------------------------------------------- /tools/ed_discussion/chat.png: -------------------------------------------------------------------------------- https://raw.githubusercontent.com/firasm/jupyterbook_course_template/50c418e156fb13aa64d325bd77b4175c8ab4f78a/tools/ed_discussion/chat.png -------------------------------------------------------------------------------- /tools/ed_discussion/chat2.png: -------------------------------------------------------------------------------- https://raw.githubusercontent.com/firasm/jupyterbook_course_template/50c418e156fb13aa64d325bd77b4175c8ab4f78a/tools/ed_discussion/chat2.png -------------------------------------------------------------------------------- /tools/ed_discussion/editor.png: -------------------------------------------------------------------------------- https://raw.githubusercontent.com/firasm/jupyterbook_course_template/50c418e156fb13aa64d325bd77b4175c8ab4f78a/tools/ed_discussion/editor.png -------------------------------------------------------------------------------- /tools/ed_discussion/notifications.png: -------------------------------------------------------------------------------- https://raw.githubusercontent.com/firasm/jupyterbook_course_template/50c418e156fb13aa64d325bd77b4175c8ab4f78a/tools/ed_discussion/notifications.png -------------------------------------------------------------------------------- /tools/ed_discussion/private.png: -------------------------------------------------------------------------------- https://raw.githubusercontent.com/firasm/jupyterbook_course_template/50c418e156fb13aa64d325bd77b4175c8ab4f78a/tools/ed_discussion/private.png -------------------------------------------------------------------------------- /tools/ed_discussion/question.png: -------------------------------------------------------------------------------- https://raw.githubusercontent.com/firasm/jupyterbook_course_template/50c418e156fb13aa64d325bd77b4175c8ab4f78a/tools/ed_discussion/question.png -------------------------------------------------------------------------------- /tools/ed_discussion/tips.png: -------------------------------------------------------------------------------- https://raw.githubusercontent.com/firasm/jupyterbook_course_template/50c418e156fb13aa64d325bd77b4175c8ab4f78a/tools/ed_discussion/tips.png -------------------------------------------------------------------------------- /tools/ed_discussion/welcome.png: -------------------------------------------------------------------------------- https://raw.githubusercontent.com/firasm/jupyterbook_course_template/50c418e156fb13aa64d325bd77b4175c8ab4f78a/tools/ed_discussion/welcome.png -------------------------------------------------------------------------------- /tools/github/branch.png: -------------------------------------------------------------------------------- https://raw.githubusercontent.com/firasm/jupyterbook_course_template/50c418e156fb13aa64d325bd77b4175c8ab4f78a/tools/github/branch.png -------------------------------------------------------------------------------- /tools/github/setup.png: -------------------------------------------------------------------------------- https://raw.githubusercontent.com/firasm/jupyterbook_course_template/50c418e156fb13aa64d325bd77b4175c8ab4f78a/tools/github/setup.png -------------------------------------------------------------------------------- /tools/github/stage.png: -------------------------------------------------------------------------------- https://raw.githubusercontent.com/firasm/jupyterbook_course_template/50c418e156fb13aa64d325bd77b4175c8ab4f78a/tools/github/stage.png --------------------------------------------------------------------------------